Work-Based Learning ToolkitHigh-quality Work-Based Learning (WBL) provides opportunities for the acquisition of academic, technical, and workplace/professional skills among youth and

New York City Youth and Young Adult Career Pathways

Work-Based LearningToolkit

This toolkit was created by New Ways to Work for the Workforce Professionals Training Institute and reviewed by a team of leaders and practitioners from New York City’s youth workforce development organizations. All content has been adapted from materials developed by New Ways to Work for New York State P-TECH and Earn & Learn East Bay.

Funding and support for this guide and curriculum was provided by the New York City Department of Youth and Community Development, the Mayor’s Office for Economic Opportunity, and The Young Adult Internship Program.

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT ACKNOWLEDGEMENTS

Acknowledgements

WPTIWorkforce Professional Training Institute (WPTI) increases the effectiveness of people, programs, and organizations that are committed to generating pathways out of poverty through employment. WPTI is a nonprofit organization focused on improving the operations of workforce development programs and strengthening the workforce development field in order to fight poverty and inequality. WPTI provides professional development and training opportunities for program staff, technical assistance and consulting services to organizations, and field-wide system building. Since its founding in 2004, WPTI has become the preeminent non-profit training and technical assistance intermediary for New York City’s workforce development community. The organization has trained thousands of workforce practitioners from over 350 programs and organizations that collectively serve over 500,000 jobseekers. As a standalone, non-political organization, WPTI provides an inclusive bridge among providers, funders and government agencies that contribute to building NYC’s workforce.

New Ways to WorkNew Ways to Work is a consulting, technical assistance, and training organization that helps communities build comprehensive local youth-serving systems, develop new programs, and improve practice in the organizations that serve young people. New Ways helps create powerful partnerships among government, the workforce system, education, community, philanthropy and the private sector and helps clarify key issues and opportunities, build effective collaborative approaches, and design and implement program strategies to provide young people with the opportunities and support they need to prepare for success in career and life, while helping to build the future workforce. New Ways has supported the development of work-based learning and employer engagement systems and strategies across the nation since the 1990s. (www. newwaystowork.org)

DYCD The New York City Department of Youth and Community Development (DYCD) invests in a network of community- based organizations and programs to alleviate the effects of poverty and to provide opportunities for New Yorkers and communities to flourish. DYCD strives to improve the quality of life of New Yorkers by collaborating with local organizations and investing in the talents and assets of our communities to help them develop, grow, and thrive through funding a wide range of high-quality youth and community development programs, including:

• After School• Community Development• Family Support• Literacy Services• Youth Services• Youth Workforce Development

NYC Opportunity The Mayor’s Office for Economic Opportunity works to reduce poverty and advance evidence-based policy in New York City through research, program design, monitoring, and evaluation. Part of the Mayor’s Office of Operations, NYC Opportunity manages a dedicated annual Innovation Fund and works collaboratively with City agencies and other partners to create, implement, and oversee a range of anti-poverty programs, policies, and research projects. NYC Opportunity’s in-house evaluation team works with nationally recognized, independent evaluation teams and City agencies to rigorously measure program impacts and provide objective evidence to inform decisions of whether to replicate, eliminate, or scale up programs.

Authors and Contributors This Toolkit was developed by New Ways to Work. Design: East End Advertising, Inc.

Table of Contents

New York City Youth and Young Adult Career Pathways Work-Based Learning Toolkit

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT TABLE OF CONTENTS

Introduction ............................................................................ 1Career Development Continuum ............................................ 5Work-Based Learning Essential Elements .............................. 8Work-Readiness Professional Skills ...................................... 10Employer Participation Options ............................................ 12Workplace Tour Guide .......................................................... 16Guest Speaker Guide ........................................................... 23Informational Interview Guide ............................................... 30Job Shadowing Guide.......................................................... 36Work Experience Guide........................................................ 44Internship Guide ................................................................... 54Workplace Challenge Guide ................................................. 61Career Mentoring Guide ....................................................... 71Work-Based Learning Plan and Evaluation .......................... 80

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT TABLE OF CONTENTS

Tip Sheets, Fact Sheets, and Tools

Coordinator Tip SheetsWorkplace Tour: Success Factors ........................................ 18Guest Speaker: Success Factors ......................................... 25Informational Interview: Success Factors ............................. 32Job Shadowing: Success Factors ........................................ 38Work Experience: Success Factors ...................................... 47Internship: Success Factors ................................................. 56Workplace Challenge: Success Factors ............................... 64Career Mentoring: Success Factors ..................................... 74

Youth and Young Adult Tip SheetsWorkplace Tour: Success Factors ........................................ 20Guest Speaker: Success Factors ......................................... 27Informational Interview: Success Factors ............................. 33Job Shadowing: Success Factors ........................................ 40Work Experience: Success Factors ...................................... 49Internship: Success Factors ................................................. 58Workplace Challenge: Success Factors ............................... 67Career Mentoring: Success Factors ..................................... 76

Host/Supervisor/Mentor Tip SheetsWorkplace Tour: Success Factors ........................................ 21Guest Speaker: Success Factors ......................................... 28Informational Interview: Success Factors ............................. 34Job Shadowing: Success Factors ........................................ 41Work Experience: Success Factors ...................................... 50Internship: Success: Factors ................................................ 59Workplace Challenge: Success Factors ............................... 68Career Mentoring: Success Factors ..................................... 77

Employer Fact SheetsWorkplace Tour: Success Factors ........................................ 22Guest Speaker: Success Factors ......................................... 29Informational Interview: Success Factors ............................. 35Job Shadowing: Success Factors ........................................ 43Work Experience: Success Factors ...................................... 51Internship: Success Factors ................................................. 60Workplace Challenge: Success Factors ............................... 70Career Mentoring: Success Factors ..................................... 79

Fact SheetsState and Federal Fact Sheet ............................................... 52

ToolsWork-Based Learning Plan and Evaluation Tool ................... 80

1

Introduction New York City Youth and Young Adult Career Pathways Work-Based Learning ToolkitDesigned for Youth Organization Directors and Program Staff

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT INTRODUCTION

About New York City Youth and Young Adult Career PathwaysThis toolkit was developed to support the inclusion of Work-Based Learning activities in youth workforce development programs as they seek to implement a Career Pathways and Workforce Innovation and Opportunity Act (WIOA) approach for those they serve. Authentic workplace experiences have always been of great value to youth and young adults, and all can benefit from activities such as Workplace Tours, Guest Speakers, Informational Interviews, Job Shadowing, Work Experience, Internships, Workplace Challenges, and Career Mentoring. Work-Based Learning can be even more impactful when combined with classroom training, support services, and other career-readiness activities. With the City’s new Career Pathways framework and the passing of WIOA, there are new expectations, requirements, and resources for many youth programs.

In November of 2014, Career Pathways: One City Working Together was released by the New York City Office of Workforce Development. This report declared the City’s commitment to moving away from a “Rapid Attachment” model to a “Career Pathways” framework. Career Pathways assists individuals in taking the steps needed in education, training, and employment to achieve self-sufficiency. This requires a goal and a plan. The report recommends increased funding for training and bridge programs that expand industry partnerships and improve job quality. Having gone into effect in New York City as of July 1, 2015, WIOA includes a Career Pathways approach and incorporates a great deal of changes and adjustments for youth program providers. Program design, funding levels, and outcome measurement, including follow-up, are among the areas impacted. There is also an increased emphasis on industry and interagency partnerships as well as the promotion of sector-based strategies. As a result, education, training, and workplace experiences are more integrated in a single pathways approach.

Career Pathways and WIOA are already having an impact on the workforce development field. There is more emphasis on helping young people plan for their career, not just that first job. Work-Based Learning can serve as an important element in this new paradigm.

This document is part of the NYC Youth and Young Adult Work-Based Learning Toolkit. It was created by New Ways to Work, Inc. and adapted from materials developed for NYS P-TECH and Earn & Learn East Bay. All rights reserved. © 2016.

2 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT INTRODUCTION

Why Work-Based Learning?High-quality Work-Based Learning (WBL) provides opportunities for the acquisition of academic, technical, and workplace/professional skills among youth and young adults engaged in a Career Pathways approach to education and training. Regardless of industry, employers consistently underscore that new workers must have experience and mastery in all three skill areas, with a growing priority on the development of professional skills. To support youth and young adults in developing these skills, authentic workplace experiences are important when combined with classroom training and other career-readiness activities. Workplace Tours, Guest Speakers, Informational Interviews, Job Shadowing, Work Experience, Internships, Workplace Challenges, and Career Mentoring provide real-world context and the opportunity to experience the workplace and prepare for the future. Different than a train-and-place approach that looks at placement as an outcome, leveraging workplace experiences as part of the developmental process can create powerful learning experiences and program attachments for youth and young adults. Work-Based Learning activities engage the employer or organization as a partner, providing developmental experiences for youth and young adults in the workplace as part of the Career Pathway approach. These experiences augment classroom training and offer the opportunity to learn about potential careers and to practice and demonstrate professional skills. This toolkit has been developed to address the need to provide a range of opportunities to youth and young adults, and to help youth workforce development programs and their agency or employer partners deliver educationally rich and authentic Work-Based Learning experiences to youth and young adults in New York City.

Benefits for Youth and Benefits for Youth and Young AdultsThrough Work-Based Learning activities, youth and young adults build awareness of potential careers in a particular industry and are able to explore options and start preparing for their future. Work-Based Learning provides opportunities for hands-on learning and the development of relationships with professional adult role models. Participating youth and young adults acquire experience and build professional workplace and occupational skills while learning about the training or education required to succeed in specific careers. They are better able to understand real-world applications of academics and occupational training, and answer the question, “Why do I need to learn this?”

By integrating a range of workplace exposures and experiences with classroom training activities and guidance over time, youth and young adults will often set their sights higher than an immediate job, and are likely to remain committed to programs though completion of their personal and career-related goals.

Participation in Career Pathways fast tracks youth and young adults to their personal career goals. Youth and young adults who are pursuing a Career Pathway focus on their long-term goals through training and other career development activities in the context of an industry. It provides an incentive to persist and complete their education and they complete the program with direct experience with partner employers or organizations and a firm foundation for entry into the workforce or future educational and training opportunities.

Career Pathways are an integrated and sequenced collection of programs and services intended to develop youth and young adults’ core academic, technical and employability skills; provide them with continuous education and training leading to an industry recognized credential or degree; and prepare them for and place them in high-demand, high-opportunity jobs and careers.



Benefits for Employers The Career Pathways approach offers an effective and appropriate vehicle for employers to help build and retain their future workforce. The model is a direct response to the need to better prepare the workforce of the 21st century. Employers report increasing mismatch between the skills required for entry into their industry and those of the emerging workforce. Participation in Career Pathways helps build awareness of the employer’s role in the community and offers a public relations benefit to industry partners. By opening their place of business to youth and young adults and providing high-value Work-Based Learning opportunities, employers are able to expose the community to their business and industry and benefit from productive work. Employers can observe potential future employees in a “long-term interview” context and participate in shaping their future workforce. Youth and young adults also provide access to a customer resource and point of view. An employer’s existing workforce benefits from more productive and engaged employees and by offering leadership and supervisory skills development opportunities to its current workers. Participation provides an opportunity for companies to support and help develop a highly skilled and productive future workforce.

Benefits for Youth Workforce Development Programs, Schools and Organizations A Career Pathways approach promotes better outcomes for youth workforce development programs. It helps organizations deliver 21st century training and educational opportunities and provides career exploration experiences while preparing youth and young adults for real career options and to become contributing members of their community. It expands youth organization awareness of the economy and increases knowledge of area employers and organizations, emerging careers and workforce needs as well as promoting an understanding of the challenges industry faces.

Work-Based Learning activities extend training to the workplace and build awareness of beneficial skills to incorporate in-classroom curriculum. It validates curriculum instructional models and provides

touchstones in authentic workplaces to help make classroom learning relevant. It helps workforce development programs build relationships with the community and provides opportunities for networking to promote future collaboration with employer or organization partners.

Benefits for the CommunityWork-Based Learning activities connect the community to training programs and local economic development efforts, promote civic engagement and help address community priorities and issues. Youth and young adults complete community projects and are visible as productive and contributing community members.

About this Toolkit This Work-Based Learning Toolkit was developed to support the inclusion of high-quality Work-Based Learning activities in youth workforce development programs as they seek to implement a Career Pathways approach for the youth and young adults they serve. The audience for this toolkit is primarily agency directors, project directors and program staff responsible for designing and delivering educational and training opportunities to youth and young adults in New York City. The toolkit is not intended as an employer engagement support toolkit. It is designed to assist leadership and youth workforce development program staff in designing, implementing and supporting quality Work-Based Learning activities for the youth and young adults they serve.

Deep and sustained employer and partner organization relationships are critical to successful implementation of Career Pathway initiatives and are at the core of making a range of high-quality Work-Based Learning experiences available to youth and young adults. Sustaining and growing Work-Based Learning depends upon developing and maintaining positive relationships with the employers or organizations that are providing opportunities to the youth and young adults being served. These employers and organizations should be treated as valued customers and partners.

This toolkit was created by New Ways to Work for the Workforce Professionals Training Institute and reviewed by a team of leaders and practitioners from New York City’s youth workforce development organizations. All content has been adapted from materials developed



by New Ways to Work for New York State P-TECH and Earn & Learn East Bay.

The toolkit includes the following components:

The Career Development Continuum: a definition of the continuum of Career Awareness, Career Exploration and Career Preparation and the identification of the range of activities across the continuum—whether conducted in the classroom, the workplace or the community.

Work-Based Learning Essential Elements: the essential design elements to be applied to support and enhance the educational value of any WBL experience.

Work-Ready Professional Skills: the skills to be taught and demonstrated through any WBL experience. Mastering these professional skills, combined with meeting the necessary academic and occupational skill requirements for a particular job or position, indicates readiness for a successful transition to work.

Implementation Guides: designed to help youth workforce development organizations and their employer or organization partners design, structure and support effective Work-Based Learning experiences. Each guide includes tip sheets and checklists for program coordinators/case managers, employer/organization partners, and youth and young adults that identify the success factors related to the experience. A fact sheet that describes the expectations and benefits of participation for a prospective employer partner is also provided.

Implementation Guides are provided for the following Work-Based Learning types:

› Workplace Tours› Guest Speakers› Informational Interviews› Job Shadowing› Work Experience› Internships› Workplace Challenges› Career Mentoring

Work-Based Learning Plan and Evaluation Tool: a planning and assessment tool designed to support Work Experiences, Internships and other appropriate WBL experiences. The tool has four components: a data sheet that captures the details of the experience, academic enrichment and career development learning objectives, personal/youth development learning objectives, and an assessment of performance against the Work-Readiness Professional Skills.

Employer Participation Options Fact Sheet: a document for employers that provides information about the overall Career Pathways effort, the benefits of getting involved and a range of participation options.

Application of the strategies contained in this toolkit will increase the number of authentic Workplace Experiences made available to New York City’s youth and young adults and expand the range of those experiences across the continuum of Career Awareness, Career Exploration and Career Preparation described in section two of this toolkit. It will increase the educational quality of WBL activities, help build connections both from and to the classroom, and support learning by engaging all partners in activities before, during and after each WBL experience. Participation in expanded and enhanced WBL activities will increase youth workforce development organization awareness of the issues facing industry, and facilitate a robust and practical connection between New York’s youth workforce development system and an expanded base of employer and organizational partners. Employers and organizations will be able to effectively engage with the system and support the development of their future workforce, and an increased number of youth and young adults will be aware of, have experience in and be prepared for immediate employment opportunities, as well as the careers of the future.


5 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT THE CAREER DEVELOPMENT CONTINUUM

The Career Development Continuum

New York City’s youth workforce development organizations have refined and adopted a sequenced continuum of career development activities and experiences to be provided to youth and young adults that address Career Awareness, Career Exploration and Career Preparation. This is accomplished through the provision of a series of classroom training activities, workplace exposures and community experiences over time. Classroom activities support and provide opportunities to reflect upon what’s learned in the workplace and community, and Work-Based Learning experiences support what’s learned through classroom training activities. In addition, youth and young adults are supported by role models in the workplace. They’re provided experiences that are commensurate with their abilities and designed to support the acquisition of knowledge and skills.

Work-Based Learning is viewed as a developmental experience for youth and young adults who are provided with a full range of opportunities throughout their Career Pathway experience, with the expectation that they participate in authentic Work-Based Learning at each level of the Career Development Continuum. Employers and community partners provide opportunities that make sense for their organization, work for the business, and provide direct benefits to the young person, the employer/organization and the workforce program. While no single employer or partner organization is expected to participate in or provide all experiences, youth workforce development programs seek to engage employer and community partners to collectively provide access to the full continuum of opportunities described below.

The following section describes the three levels of the Career Development Continuum.



Career Awareness

Career Exploration

Career Preparation

Activities are designed to promote awareness of careers, workplace norms and employer or organization expectations, as well as personal interests and aptitudes. In the workplace, Career Awareness activities include Guest Speakers, Career Mentoring and Workplace Tours.

“I understand what’s out there and am discovering the kinds of things I might want to do.”

Activities are designed to promote a deeper understanding of potential careers, and to provide opportunities for an investigation of a particular industry, career or occupation of interest. In the workplace, Career Exploration activities include Informational Interviews and Job Shadowing.

“I’m interested in this field and am beginning to understand what it’s all about and what I need to do to pursue a career in the industry.”

Activities are designed to provide an in-depth discovery of a particular career and the development of the skills and understanding of the education or training needed in a particular industry or occupation. In the workplace, Career Preparation activities include Workplace Challenges, Internships, Work Experience (including Cooperative Work Experience) and Apprenticeships.

“I know the kinds of things I want to do and am getting the chance to learn new skills and practice applying those skills.”



Career Development Continuum Youth and young adults are provided a range of career development opportunities across the continuum through partnerships between their school or organization and employers and community or governmental organizations. This chart lists all of the activities across the continuum, whether they happen in the classroom, community or the workplace.

Activities


CAREER AWARENESSClassroom Learning

• Career Awareness Lessons• Career Research• Guest Speakers• Professional Skills

DevelopmentCommunity Activities

• Career Fairs• College Visits• Networking Events

Work-Based Learning• Career Mentor• Workplace Tour

CAREER EXPLORATIONClassroom Learning

• Career Exploration Lessons• Career Guidance• Career-Related Projects• Industry Research

Community Activities• Community Service Projects• Mock Interview• Out-of-School-Time Activities

Work-Based Learning• Informational Interview• Job Shadowing*

CAREER PREPARATIONClassroom Learning

• Pre-Apprenticeship*• Career Coaching• Technical/Occupational Skills

Training• Work-Readiness Activities

Community Activities• Volunteering• Competitions• Industry Certification

Work-Based Learning• Workplace Challenge• Internship*• Work Experience*/Co-Op• Transitional Jobs • On-the-Job Training*• Apprenticeship*

*Work-Based Learning activities identified as work experience through the Workforce Innovation and Opportunity Act.

8 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK-BASED LEARNING ESSENTIAL ELEMENTS

Work-Based Learning Essential Elements

New York City’s youth workforce development organizations have adopted a set of ten essential elements to serve as a guide to structuring all Work-Based Learning experiences. By intentionally addressing these ten elements, coordinators and case managers can help ensure that Work-Based Learning experiences created for youth and young adults across the Career Development Continuum are engaging, safe and learning rich.

This document is part of the NYC Youth and Young Adult Work-Based Learning Toolkit. It was created by New Ways to Work, Inc. and and adapted from materials developed for NYS P-TECH and Earn & Learn East Bay. All Rights Reserved. © 2016

9 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK-BASED LEARNING ESSENTIAL ELEMENTS

Work-Based Learning Ten Essential Elements

1

3

2

4

5

6

8

7

9

10

Conduct Effective Planning • Set clear goals and expectations for all

parties• Ensure activity is developmentally appropriate

(age, stage and experience)

Prepare for Success • Prepare youth and young adults, staff and

employer or organization partners• Address logistics

Identify Learning Outcomes• Align to work-readiness professional skills• Link to college-readiness skills and academic

or occupational standards

Create Authentic and Engaging Experiences

• Support effective participation of employers and organizartions

• Provide hands-on and project-based activities when possible

Connect to Careers• Provide for exploration of or experience in a

field of interest and exposure to a range of potential career options

• Provide exposure to authentic work-world experiences

Ensure Activities are Safe and Legal• Address all labor laws, OSHA, Workers

Compensation, and the Fair Labor Standards Act (including pay when required)

• Reflect workplace norms, including safety and regulations

Provide Ongoing Support• Provide orientations and support for all

parties• Ensure the Work-Based Learning component

of the program is appropriately staffed

Provide for Reflection, Presentation and Feedback

• Support self-assessment and presentation opportunities

• Provide opportunities for formal and informal feedback among all parties

Connect to the Learner’s Next Step• Connect the experience to the classroom • Intentionally sequence with future Work-

Based Learning experiences

Assess and Document the Experience• Document learning and skills acquisition• Assess activity effectiveness


10 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK-READINESS PROFESSIONAL SKILLS

Work-Readiness Professional Skills

New York City’s youth workforce development organizations have adopted a set of professional skills as those to be developed and demonstrated by the youth and young adults they serve. Demonstrating these skills, combined with meeting the necessary academic and occupational skill requirements for a particular job or position, indicates that the young person is ready for a successful transition to work.

The Work-Readiness Professional Skills should be taken into consideration in the design of all Career Development activities, including the delivery of training or instruction in the classroom, through one-on-one support and/or community-based activities. In particular, they serve as the foundation for an assessment by a worksite supervisor of youth or young adult performance in an authentic Career Preparation Work-Based Learning activity, such as a Work Experience or an Internship.


11 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK-READINESS PROFESSIONAL SKILLS

Work-Readiness Professional Skills


PERSONAL TRAITS • Integrity/Ethics• Dependability • Persistence/Maturity• Responsiveness

GROUP EXPERIENCE• Negotiation • Teamwork • Diversity• Communication

PROBLEM SOLVING • Applied Knowledge• Flexibility • Preparation and Planning• Continuous Improvement

The following section lists each of the professional skills with the performance expectations to be developed and demonstrated through Work-Based Learning experiences.

PERSONAL TRAITS Integrity/Ethics

Demonstrates honesty. Is trustworthy and ethical in their work. Makes responsible decisions and avoids risky behaviors.

Dependability Is punctual and reliable, avoids absenteeism, meets deadlines. Is self-directed, productive and takes ownership in the quality and accuracy of work.

Persistence/MaturityDemonstrates the willingness and ability to work. Completes tasks as assigned. Knows how to learn.

ResponsivenessResponds well to supervision and direction. Accepts and applies constructive criticism. Recognizes and reflects workplace norms and culture. Dresses appropriately and avoids the personal use of technology during work hours.

GROUP EXPERIENCENegotiation

Resolves conflicts. Proposes solutions.

Teamwork Interacts effectively with others. Actively listens and takes initiative. Demonstrates leadership when appropriate. Is respectful of the opinions and contributions of others.

DiversityIs comfortable with people of diverse backgrounds. Avoids the use of language or comments that stereotype others.

CommunicationCommunicates effectively in English, both verbally and in writing. Is an active listener and able to share ideas.

PROBLEM SOLVING Applied Knowledge

Selects and applies appropriate technologies to complete tasks. Reads with understanding and uses math to analyze and solve problems. Accesses information. Applies occupational and technical knowledge to tasks.

Flexibility Willing to try new tasks. Adapts to a range of circumstances and is comfortable with change.

Preparation and Planning Prepares and plans effectively. Is detail-oriented. Manages time and resources to complete tasks.

Continuous ImprovementThinks critically. Understands strengths and weaknesses and knows when to ask questions. Reflects upon tasks, analyzes processes and suggests improvements. Provides and receives productive feedback.

12 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT EMPLOYER PARTICIPATION OPTIONS

Employer Participation Options

Authentic workplace experiences have always been of great value to youth and young adults and all can benefit from activities such as Job Shadowing, Career Mentorship, Internships, and Workplace Tours, especially when combined with classroom training, support services, and other career-readiness activities. With the New York City’s new Career Pathways framework and the passing of the Workforce Innovation and Opportunity Act (WIOA), there are new expectations, requirements and resources for many youth programs. Partnerships with employers are critical if education and training systems are to effectively contribute to the city’s talent pipeline.i


New York City Youth and Young Adult Work-Based Learning Initiative


Career Pathways and Your Company: Participation Options

What are the benefits of my company’s participation?The Career Pathways approach offers an effective and appropriate vehicle for employers to help build and retain their future workforce. Participation in Career Pathways helps build awareness of the employer’s role in the community and offers a public relations benefit. By opening their place of business to youth and young adults and providing high-value Work-Based Learning opportunities, employers are able to expose the community to their business and industry and benefit from productive work. Employers can observe potential future employees in a “long-term interview” context and participate in shaping their future workforce. Youth and young adults also provide access to a customer resource and point of view. An employer’s existing workforce benefits from a more productive and engaged workforce and by offering leadership and supervisory skills development opportunities to its current workers. New York City youth workforce development programs first and foremost provide an opportunity for companies to support and help develop highly skilled and productive future employees. Participation also helps build awareness in the community of the employer’s role in the local economy and offers a public relations benefit.

Why are Career Pathways important for youth and young adults in my community?Participation in Career Pathways fast tracks youth and young adults to their personal career goals. Youth and young adults pursuing a Career Pathway focus on their long-term goals through training and other career development activities in the context of an industry that provides an incentive to persist and complete their education or training. They complete the program with direct experience with partner employers and a firm foundation for entry into the workforce or future educational and training opportunities.Through Work-Based Learning activities, youth and young adults build awareness of potential careers in a particular industry and are able to explore options and start preparing for their future. Work-Based Learning provides opportunities for hands-on learning and the development of relationships with professional adult role models. Participating youth and young adults acquire experience and build professional workplace and occupational skills while learning about the training or education required to succeed in specific careers. They are better able to understand real-world applications of academics and occupational training, and answer the question, “Why do I need to learn this?”Career Pathways strengthen communities. They help align education, workforce and service systems to promote a strong economic future and build an engaged citizenry. New York City youth workforce development programs provide a robust local talent pipeline and help the local economy grow and retain a workforce.



How can my company participate? There are many ways in which employers can partner with Career Pathway efforts in New York City.

While employer involvement in each of the following activities is critical to the success of our youth workforce development initiatives, employer partners are not expected to participate in all activities. Representatives of the New York City youth workforce development programs will work with you to help identify and select the activities that make the most sense for your business and employees.

Employer Participation OptionsNew York’s youth workforce development organizations are implementing a Career Pathway approach to do their part to prepare the next generation of our city’s workforce. Programs and initiatives are designed to directly connect and prepare youth and young adults to be successful in the workplace today, and to be ready for the careers of tomorrow. There are many ways for your company to be involved.

• Serve on an Industry Advisory Board or Steering Committee.

• Help us map the skills needed for success in high-demand occupations in your industry.

• Support Career Pathways instruction by being a Guest Speaker in a classroom or providing opportunities for instructors to experience your workplace through an externship.

• Provide Work-Based Learning experiences for Career Pathways youth and young adults.

New York’s youth workforce development initiatives deliver authentic workplace experiences for youth and young adults in partnership with employers, and offer strategies and support to limit the burden on employers and increase the educational value of these experiences for youth and young adults. All workplace experiences are highly structured and supported by the partner youth organization. While the full range of experiences are provided to youth and young adults, each employer partner provides those opportunities that are a good fit with their business.

Work-Based Learning OptionsWorkplace Tour

A Career Awareness activity in which small groups of youth and young adults visit a workplace, learn about the business, meet employees, ask questions and observe work in progress.

Guest SpeakerA Career Awareness activity where an employer partner visits a classroom and provides a presentation on their company, industry and occupation. Guest Speakers also address the application of academics in a real-world context.

Informational InterviewA Career Exploration activity where a youth or young adult interviews an employee of a partner business about his/her career and industry.

Job ShadowingA Career Exploration activity in which a youth or young adult is paired with an employee of a New York City youth workforce development program partner business and follows that employee during much of a regular work day. A Job Shadow provides youth and young adults the opportunity to experience the workplace, understand the various roles and duties of a particular occupation, learn about the business, connect with a working adult and observe work in progress.



Work ExperienceA career preparation activity in which a youth or young adult has the opportunity to develop and demonstrate professional and occupational skills by addressing a core business function and doing productive work with a New York City youth workforce development programs employer.

InternshipA Career Preparation activity in which a youth or young adult has the opportunity to learn by doing real work and being productively engaged in the workplace. They may work in teams, rotate through a number of departments and job functions, or work on a project of interest to the youth or young adult and of value to the employer partner.

Workplace ChallengeA Career Preparation activity where small groups of youth and young adults (4-6 per team) are engaged in solving a problem or a challenge issued by an employer in consultation with an instructor.

Career MentoringA Career Exploration activity in which a youth or young adult is matched one-on-one or in small groups with an adult professional to explore potential careers and related educational issues.


i In November of 2014, Career Pathways: One City Working Together was released by the New York City Office of Workforce Development. This report declared the City’s commitment to moving away from a “Rapid Attachment” model to a “Career Pathways” framework. Career Pathways assists individuals in taking the steps needed in education, training and employment to achieve self-sufficiency. This requires a goal and a plan. The report recommends increased funding for training and bridge programs that expand industry partnerships and improve job quality. Having gone into effect in New York City as of July 1, 2015, WIOA includes a Career Pathways approach and incorporates a great deal of changes and adjustments for youth program providers. Program design, funding levels and outcome measurement - including follow-up, are among the areas impacted. There is also an increased emphasis on industry and interagency partnerships as well as the promotion of sector-based strategies. As a result, education, training and workplace experiences are more integrated in a single pathways approach.

Career Pathways and WIOA are already having an impact on the workforce development field. There is more emphasis on helping young people plan for their career, not just that first job. Work-Based Learning can serve as an important element in this new paradigm.

16 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORKPLACE TOUR GUIDE

Workplace Tour Guide

Introduction This guide is designed to help develop Workplace Tours that work for youth and young adults, host employers and and organizations, and youth workforce development program staff (coordinators, case managers and others). It is part of the New York City Youth and Young Adult Work-Based Learning Toolkit, which provides quality approaches and strategies to create high-quality, safe and legal Work-Based Learning experiences for New York City’s youth and young adults.

Workplace Tours OverviewA Workplace Tour is a highly structured Career Awareness activity in which youth and young adults visit a workplace, learn about the business, meet employees, ask questions and observe work in progress. More than a simple field trip or site visit, a Workplace Tour is designed and structured to meet specific learning outcomes, be educationally rich, and build awareness of the business or organization, its industry sector, its role in the economy and the career options it provides. A Workplace Tour is conducted at a workplace for small groups and involves preparation and follow-up in the classroom, including research and reflection by youth and young adults.

Workplace Tours are designed to:

• Provide exposure to potential careers and jobs.• Build occupational knowledge.• Build knowledge about the education and training needed for

entry into the industry.• Create awareness of the company or organization’s role in the

community, as well as its functions, processes and products.• Foster an understanding of the business or organization’s

workforce and its contributions to the community.



The Importance of Structured ActivityAll Workplace Tours should include structured activity before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences that result in enriched learning. Proper planning and preparation, attention to legal and safety details, maximization of learning potential, and communication and support for the youth and young adults and industry host will help ensure success.

Sustaining and growing Workplace Tours and all other Work-Based Learning types depend upon developing and maintaining positive relationships with the employers and organizations that are providing opportunities to the youth and young adults being served. These employers and organizations should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

Workplace Tour Support MaterialsTip sheets and checklists for program coordinators/case managers, employer or organization partners, and youth and young adults are provided in this toolkit to help design, structure and support Workplace Tours to maximize learning. Each tip sheet supplements the Work-Based Learning essential elements described in section three of this toolkit, and provides a set of success factors and lists of activities or tasks to perform before, during and after the experience. A fact sheet for prospective host employers is also provided. Note: These tools and materials are available in Word format to allow for programs to brand appropriately and include contact information.

TIP SHEETS AND FACT SHEETSCoordinator Tip Sheet: Workplace Tour Success FactorsA tip sheet for New York City youth program coordinators, case managers and program staff

Youth/Young Adult Tip Sheet: Workplace Tour Success FactorsA tip sheet to help youth and young adults get the most out of the Job Shadowing experience

Host Tip Sheet: Workplace Tour Success FactorsA tip sheet for participating Workplace Tour hosts

• What’s my role in the Workplace Tour? • How do I get matched up? • What should I talk about?• How does this work?

Employer Fact Sheet: Workplace Tour

A fact sheet that describes what’s involved in a company providing a Workplace Tour



COORDINATOR TIP SHEETWorkplace Tour: Success Factors A tip sheet for coordinators and case managersWhen designing and implementing Workplace Tours with your youth workforce development organization or school, keep the following success factors in mind.

BEFORE THE WORKPLACE TOUR ❑ Develop an effective employer/organization engagement strategy.

› Define the value proposition for employers and organizations.› Use the Employer Fact Sheet to explain Workplace Tours to prospective employers.› Identify appropriate employer or organization partners for tours.

❑ Make the classroom training connection.› Assess how a Workplace Tour can support classroom training and meet curriculum goals.› Prepare youth and young adults for the tour, including having them research the company or organization

and practice their personal introductory pitch.❑ Support learning.

› Identify and document desired youth and young adult learning outcomes.› Help youth and young adults research the company or organization.› Prepare youth and young adults to compare the culture and style of this workplace to others they have

observed (either formally through your program or informally on their own).❑ Coordinate activities with the Workplace Tour host.

› Work with the employer or organization to plan the tour.› Identify a point person at your agency and with the employer or organization.› Create and provide appropriate support materials for distribution to employees who will be part of the tour.

❑ Address logistics.› Arrange for transportation, food, etc.› Find out if safety gear is required, and if so, arrange for it to be provided.› Prepare program staff for the tour.



DURING THE WORKPLACE TOUR ❑ Provide time and space for introductions, an overview of the business or organization, its operations, and what

to expect during the tour.❑ Ensure appropriate program staff attendance, including instructors, case managers and counselors.❑ Ensure that youth and young adults receive instruction in workplace safety and an orientation to workplace

norms.❑ Design an engaging experience. Arrange for youth and young adults to experience the tour in small groups,

engage in inquiry, and participate in some hands-on activity during the tour.❑ Facilitate learning.

› Support employers and organizations in effective interactions with youth and young adults.› Arrange for the opportunity to see the full spectrum of activities and occupations within the company or organization.

❑ Offer role models.› Arrange for youth and young adults to hear from and speak to “someone like me.” › Ensure youth and young adults observe and interact with employees with different levels of responsibility in

the organization.

AFTER THE WORKPLACE TOUR❑ Reflect on learning.

› Provide individual and group reflection activities for teachers and youth and young adults.› Help youth and young adults make the connection between training topics and the workplace.› Support youth and young adults in determining their next steps in learning about careers.

❑ Conduct follow-up activities.› Debrief with the tour host.› Assess the impact and value of the tour.› Utilize tour host, program staff and youth/young adult feedback to improve future tours.

❑ Document and archive information about the tour.

GO DEEPERThere are a number of suggested activities to deepen the impact of a Workplace Tour. Consider the following activities.

❑ Make the tour part of a project and have youth and young adults prepare and deliver a presentation to others at your agency about the company or organization.

❑ Have youth and young adults create a presentation on your program and deliver it to the employer or organization partner during the tour.

❑ Take pictures from the tour and provide them to the company or organization for their website or newsletter.❑ Publicize the tour and the business or organization by placing a story in the local newspaper or posting on the

agency webpage. (Make sure you clear this with the employer partner first.)❑ Consider other potential public relations benefits and opportunities.



YOUTH AND YOUNG ADULT TIP SHEETWorkplace Tour: Success Factors A tip sheet for youth or young adultsWhen you are preparing for a Workplace Tour, keep these tips in mind.

BEFORE THE WORKPLACE TOUR ❑ Turn in any necessary forms.❑ Find out how to dress and act appropriately and safely at this particular workplace.❑ Research the company or organization that you will visit. Learn as much as you can about its history, what they

do and how it impacts your community.❑ Develop questions about the company or organization, the industry, career opportunities, and educational and

training needs for jobs at this workplace.❑ Prepare and practice your personal introductory pitch (who you are, why you are interested in the business or

organization, what your career goals are, and so on).

DURING THE WORKPLACE TOUR❑ Pay close attention to safety issues at the workplace.❑ Actively participate. Pay attention and ask questions.❑ Think about what else you need to know to determine if careers in this industry are for you.❑ If it’s appropriate, ask the people you meet for their business card or to connect on LinkedIn so you can follow

up with them after the tour.

AFTER THE WORKPLACE TOUR❑ Participate in classroom activities that will help you think about the value of the Workplace Tour.❑ Compose a specific and professional thank-you note for the workplace host.❑ Complete an evaluation of the tour and make recommendations to improve future tours.❑ Think about what more you’d like to know, and what you need to do next to learn more about jobs in the

industry.



HOST TIP SHEETWorkplace Tour: Success Factors A tip sheet for participating Workplace Tour hostsWhen designing and implementing a Workplace Tour at your company or organization, keep the following success factors in mind.

BEFORE THE WORKPLACE TOUR ❑ Work with the youth program coordinator to design a tour of your workplace.❑ Let the coordinator know who the main contact is, and provide emergency phone numbers at the workplace.❑ Address logistics, including where to park and enter the building.❑ Determine if safety gear is necessary and, if so, arrange for it to be available.❑ Identify who at the workplace will be participating in the tour, and give them an overview of your partnership

with the sponsoring youth organization, what to expect during the tour, their role and why their involvement is important.

DURING THE WORKPLACE TOUR❑ Work with the youth program coordinator to make sure the tour showcases the full spectrum of your company

or organization’s work.❑ Provide a safety orientation to the group.❑ Arrange for youth and young adults to participate in small groups.❑ Have youth and young adults hear from and speak to employees with different levels of responsibility.❑ Make sure youth and young adults are exposed to a range of career options in your industry, and understand

what it will take for them to be hired when they complete their education and training.

AFTER THE WORKPLACE TOUR❑ Debrief with your team.❑ Provide feedback to the program coordinator to improve future tours.❑ Consider how you might use the tour to promote your company or organization’s visibility in the community.

GO DEEPER❑ Explore ways that you might further interest youth and young adults and help guide their careers.❑ Talk to the program coordinator about being a classroom speaker or guest trainer, helping with curriculum, or

hosting youth and young adults for Job Shadows, Temporary Jobs or Internships.


22

EMPLOYER FACT SHEETWorkplace Tour: Success Factors A fact sheet for employers A Workplace Tour is a highly-structured Career Awareness activity in which youth or young adults visit a workplace, learn about the business, meet employees, ask questions and observe work in progress. More than a simple field trip or site visit, a Workplace Tour is designed and structured to meet specific learning outcomes, be educationally rich, and build awareness of the business, its industry sector, its role in the economy and the career options it provides. A Workplace Tour is conducted at a workplace for small groups of youth and young adults and involves preparation and follow-up in the classroom, including research and reflection by youth and young adults.

Why are Workplace Tours important for youth and young adults?

• Provides exposure to potential careers and jobs, and helps identify potential interests as well as those occupations not of interest.

• Helps build occupational knowledge.• Helps make the connection between academic

theory and practical application.• Builds knowledge about the education and

training needed for entry into the industry.• Creates awareness of the business’s role in the

community, as well as its functions, processes and products.

• Fosters an understanding of the business’s workforce and its contributions to the community.

What are the benefits to my company?

• Exposes potential future workers to job opportunities and careers with your company.

• Exposes youth and young adults to the skill needs, educational requirements and career opportunities in your industry.

• Promotes an understanding of the role and contributions of your business.

• Introduces youth and young adults to your employees and co-workers.

• Helps your employees understand how to communicate with the next generation of workers.

• Provides a way to introduce and engage multiple employees with your commitment to youth and young adults and connect your company with the community.

What do I need to do next?• Contact your youth agency representative to learn

how to get started.• Arrange for a presentation to those employees

who will be hosting the tour.• Consider any impacts on company policy.

Resources• Distribute the Host Tip Sheet: Workplace Tours

to interested staff members.• Review the Professional Skills fact sheet.• Review Employer Participation Options:

Career Pathways and your Company to learn more about how to get the most out of your partnership with New York City’s youth development organizations.

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORKPLACE TOUR GUIDE


Program Level: Starts early in the learning experience. Ongoing.Employer/Youth or Young Adult Ratio: Varies. 1 or 2 to 20Duration: Usually 1.5 to 2 HoursFrequency: One timeLocation: WorkplaceCosts: Staff timeSpecial Considerations: Safety, company policies, transportation.

23 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT GUEST SPEAKER GUIDE

Guest Speaker Guide

Introduction This guide is designed to help design, structure and support Guest Speaker programs that work for youth and young adults, participating employers and organizations, and youth workforce development program staff (coordinators, case managers and others). It is part of the New York City Youth and Young Adult Work-Based Learning Toolkit, which provides quality approaches and strategies to create high-quality, safe and legal Work-Based Learning experiences for New York City’s youth and young adults.

Guest Speaker OverviewUsing Guest Speakers to support learning is a structured Career Awareness activity in which youth and young adults listen to a presentation to learn about the speaker’s career, business or organization and industry, and ask questions to help them consider whether they might like to pursue a career path in the industry. Guest Speakers can also address core academic concepts, or support an activity currently underway in the classroom. Guest Speaker presentations are designed and structured to meet specific learning outcomes, be educationally rich, and are linked to the curriculum. They also build awareness of the speaker’s career pathway, the company or organization he or she works for, its industry sector, its role in the economy and the career options it provides. Guest Speaker presentations are conducted at the school and involve preparation and follow-up in the classroom, including research and reflection by youth. Guest Speakers are most effective when they are addressing topics related to the curriculum, and providing examples of the application of academic concepts in a real-world setting. In some cases, Guest Speakers may “visit” a classroom electronically via Skype or some other technology.



Guest Speaker presentations are designed to:

• Provide exposure to potential careers and jobs• Build occupational knowledge.• Build knowledge about the education and training

needed for a particular job and entry into the industry.

• Create awareness of the business or organization’s role in the community, as well as its functions, processes and products.

• Provide a context for learning and foster an understanding of how academic concepts are applied in a real-world setting.

The Importance of Structured ActivityAll Guest Speaker presentations should include structured activity before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences that result in enriched learning. Proper planning and preparation, attention to legal and logistical details, maximization of learning potential, and communication and support for the youth and young adults and speakers will help ensure success.

Sustaining and growing Guest Speaker programs and all other Work-Based Learning types depends upon developing and maintaining positive relationships with the employers and organizations that are providing opportunities to the youth and young adults being served. These employers and organizations should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

Guest Speaker Support MaterialsTip sheets and checklists for program coordinators/case managers, employer or organization partners, youth and young adults, and instructors are provided in this toolkit to help design, structure and support Guest Speaker experiences to maximize learning. Each tip sheet supplements the Work-Based Learning essential elements described in section three of the toolkit, and provides a set of success factors and lists of activities or tasks to perform before, during and after the experience. A fact sheet for prospective employers is also provided.

TIP SHEETS AND FACT SHEETSCoordinator/Case Manager Tip Sheet: Guest Speaker Success FactorsA tip sheet for coordinators/case managers or intermediary partners responsible for implementing and supporting Guest Speaker programs

Youth/Young Adult Tip Sheet: Guest Speaker Success FactorsA tip sheet to help youth and young adults get the most out of the Guest Speaker experience

Guest Speaker Tip Sheet: Success FactorsA tip sheet for participating guest speakers

• What’s my role as a guest speaker? • What should I talk about?• How does this work?

Employer Fact Sheet: Guest SpeakerA fact sheet for employers that describes what’s involved in a company providing a Guest Speaker



COORDINATOR TIP SHEETGuest Speaker: Success Factors A tip sheet for coordinators and case managersWhen designing and implementing a Guest Speaker program with your youth workforce development organization or school, keep the following success factors in mind.

BEFORE A GUEST SPEAKER ARRIVES❑ Coordinate instructor involvement.

› Identify all interested instructors and help them plan for their Guest Speaker presentations.› Review the Work-Based Learning Essential Elements provided in section three of this toolkit.› Review the Guest Speaker Guide.› Identify relevant policies and staff to support employer and organization participation and Work-Based

Learning.› Provide instructors with planning tools to integrate Work-Based Learning in current curriculum and connect

the activity to learning outcomes.

TALK WITH YOUR INSTRUCTORS AND IDENTIFY WHICH OF THE FOLLOWING TASKS THEY WILL DO AND WHAT THEY NEED YOU TO DO.❑ Coordinate employer and organization involvement.

› Make sure the speaker is a good match for the class. What is the speaker’s motivation? What classroom topics can the speaker support?

› Is the employer or organization able to talk about many occupations in the sector?› Set clear expectations about desired learning outcomes for youth and young adults.› Discuss subject matter and its appropriateness for this population of youth and young adults.› Discuss best methods for being real with and engaging youth and young adults.› Help the employer or organization create a youth-friendly presentation that’s connected to the curriculum.› Inquire about presentation needs, such as a projector.› Ask the Guest Speaker to include discussion about industry sectors and pathways.

❑ Support learning. › Help youth and young adults research the company or organization.› Send the class syllabus or outline so the speaker can make relatable points.› Figure out how to really integrate the Guest Speaker’s presentation into the curriculum so it’s not an isolated

learning moment.❑ Address logistics.

› Let staff know when guests are expected on campus.› Arrange for someone to meet the speaker when they arrive, and escort them to the classroom.



AFTER THE GUEST SPEAKER PRESENTATIONIn coordination with the instructor:❑ Reflect on learning.

› Provide individual and group reflection activities for youth and young adults.› Help youth and young adults make the connection between training topics and the workplace.› Support youth and young adults in determining their next steps in learning about careers.

❑ Conduct follow-up activities.› Debrief with the Guest Speaker.› Working with the instructor, utilize employer/organization and youth/young adult feedback to improve future

Guest Speaker presentations.› Assess the impact and value of the presentation.

❑ Document and archive information about the presentation.

GO DEEPERThere are a number of suggested activities to deepen the impact of a Guest Speaker program. Consider the following activities.❑ Have a group of youth and young adults serve as ambassadors to support Guest Speakers when they’re on

campus, making it easy to have a number of speakers support learning throughout the school year.❑ Take pictures from the Guest Speaker presentation and provide them to the company or organization for its

website or newsletter.❑ Publicize the guest speaker and the business or organization by placing a story in the local newspaper or

posting on the school webpage. (Make sure you clear this with the guest speaker’s company/organization first.)❑ Share information about the speaker’s visit with Board Members.❑ Consider other potential public relations benefits and opportunities.



YOUTH AND YOUNG ADULT TIP SHEETGuest Speaker: Success Factors A tip sheet for youth or young adults Getting the chance to listen to a Guest Speaker present about his/her career and workplace is a great opportunity to figure out how interested you are in what they do. Keep these tips in mind to get the most out of a Guest Speaker visit.

BEFORE THE GUEST SPEAKER’S PRESENTATION❑ Do some research on the company or organization that the Guest Speaker works for or represents. Check out

their website and learn as much as you can about the company or organization, its history, what they do and how it impacts your community.

❑ Brainstorm some questions about the company or organization, the industry, career opportunities, and what kind of education and training is needed.

❑ Practice “active listening” and how you will make sure that you’re getting everything out of the session that you can.

DURING THE GUEST SPEAKER’S PRESENTATION❑ Be respectful! Make sure your phone is off, don’t wear headphones, and don’t interrupt.❑ Pay attention and be an active participant.❑ Picture yourself in this role at a company or organization. Is this something you can imagine yourself doing?❑ Figure out what makes the presentation interesting. Is it the content, is it the way the presenter talks, or

something else?❑ Ask questions to help you figure out if a career like the one being presented is something you’re interested in. ❑ Try to make connections between what you’re hearing about and what you’re learning in class.

AFTER THE GUEST SPEAKER’S PRESENTATION❑ Participate in classroom activities that will help you think about the value of the presentation.❑ Find a way to thank the speaker, either in person, via email, or with a quick note.❑ Participate in evaluating the Guest Speaker and give ideas to improve future presentations. What worked and

what didn’t?❑ If there’s more you want to know, do some research to figure it out.




GUEST SPEAKER TIP SHEETSuccess Factors A tip sheet for participating guest speakersWhen getting ready to be a Guest Speaker in the classroom, keep the following success factors in mind.

BEFORE THE PRESENTATION❑ Provide the instructor some website links about

your industry, your company or organization, or your profession to help youth and young adults prepare for your presentation.

❑ Get information from the coordinator or case manager on all logistics, including where to park and enter the building.

❑ Work with the instructor or coordinator/case manager who will provide you with information about the youth and young adults you’ll be talking to. Find out what they’re currently focused on in the classroom so you can create an engaging and connected presentation.

❑ Gather together any props you think may be helpful when talking about your company or organization, or that address the concepts or topics decided on with the instructor.

❑ If you require a projector, video player or internet access, let the coordinator/case manager or instructor know in advance.

❑ If you are “visiting” the classroom electronically, via Skype or some other form of video conferencing, arrange for a test run prior to the presentation to work out any kinks.

DURING THE PRESENTATION❑ Describe a typical day at your company or

organization and help youth and young adults understand as much as they can about the culture of the workplace and the nature of the world of work.

❑ Talk about what your company or organization does, what the range of careers are within it, and the kind of education one needs to be successful.

❑ Talk to youth and young adults about the range of career options in your industry. Let them know what it will take for them to be hired when they complete their education and training.

❑ When sharing information about your own position in the organization, you might want to describe what you really do vs. what your title implies.

❑ If possible, share mistakes you’ve made and how you have addressed problems.

❑ What was your experience like in school? Did you struggle at all? If so, share that story!

❑ Ask questions of the youth and young adults instead of just talking to them.

❑ Keep it fun. Make it interactive with role playing, mock projects, hands-on activities, etc..

❑ Explain how the academic content youth and young adults are learning is applied in the workplace, and provide real-world examples.

❑ Leave time during and/or after the presentation for questions.

AFTER THE PRESENTATION❑ Provide feedback to the coordinator/case manager

or instructor to improve future Guest Speaker presentations.

❑ Consider how you might use photos of the presentation to promote your company’s or organization’s visibility in the community.

GO DEEPER❑ Consider giving youth and young adults a challenge

they can work on after your presentation.❑ Talk to your coordinator or case manager about

helping with curriculum, or hosting youth and young adults for Job Shadows, Workplace Tours, Temporary Jobs or Internships.

❑ Provide industry information to the instructors that you find valuable, preferably in digital form or on a website.

29

EMPLOYER FACT SHEETGuest Speaker: Success Factors A fact sheet for employersUsing Guest Speakers to support learning is a structured Career Awareness activity in which youth or young adults listen to a presentation to learn about the speaker’s organization, careers and industry and ask questions to help them consider whether they might like to pursue an opportunity in the industry. Guest Speakers can also address core academic concepts, or support an activity currently underway in the classroom. Guest Speaker presentations are conducted at the school or organization and involve preparation and follow-up, including research and reflection by youth. In some cases, Guest Speakers may “visit” a classroom electronically via Skype or some other technology.

Why is hearing from a Guest Speaker important for youth and young adults?

• Provides a context for learning and fosters an understanding of how academic concepts are applied in a real-world setting.

• Provides exposure to an adult professional who can inspire pursuit of a particular career (especially if it’s “someone like me”).

• Promotes awareness of careers and builds occupational knowledge.

• Builds awareness of the education and training needed for particular jobs and entry into the industry.

• Creates awareness of the business’s role in the community, as well as its functions, processes and products.

What are the benefits to my company?• Exposes potential future workers to job

opportunities and careers with your company.• Exposes youth and young adults to the skill

needs, educational requirements and the full range of career opportunities in your industry.


• Introduces youth and young adults to your employees and vice versa.

• Helps your employees understand and practice how to communicate with the next generation of workers (and customers).


What do I need to do next?• Contact your youth agency coordinator or case

manager to learn more.• Arrange for a presentation to those of your

employees who might be interested in guest speaking and seem to be a good fit for the job.

• Consider any impacts on company policy.

Resources• Distribute the Guest Speaker Tip Sheet to

interested employees.• Review the Professional Skills fact sheet.• Review Employer Participation Options:


NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT GUEST SPEAKER GUIDE


Program Level: All Employer/Youth or Young Adult Ratio: 1 to 20+Duration: 60 to 90 minutesFrequency: One timeLocation: At the school/organizationCosts: Staff release timeSpecial Considerations: Employee selection Company volunteer policies and practices.

30 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT INFORMATIONAL INTERVIEW GUIDE

Informational Interview Guide

Introduction This guide is designed to help develop Informational Interviews that work for youth and young adults, participating employers and organizations, and youth workforce development program staff (coordinators, case managers and others). It is part of the New York City Youth and Young Adult Work-Based Learning Toolkit, which provides quality approaches and strategies to create high-quality, safe and legal Work-Based Learning experiences for New York City’s youth and young adults.

Informational Interview OverviewUtilizing Informational Interviews to support learning in the classroom is a structured Career Awareness activity in which youth and young adults formally interview an employer partner about his or her industry, educational and career path, and chosen profession. Unlike a Guest Speaker activity, where speakers usually address a group in the classroom, Informational Interviews are one-to-one interactions and generally take place at the company’s or organization’s workplace. The interview includes discussion of the person’s chosen career, the path they took to get there, the level of education required and the responsibilities and daily activities of the job. The youth and young adults also ask questions and learn about the range of career opportunities within the industry or organization, opportunities for growth and the salary ranges for different occupations.



Informational nterviews are designed to promote:

• Exploration of a field of interest.• Exposure to careers and jobs.• Awareness of the academic, technical and

personal skills required in particular jobs.• The opportunity to practice and demonstrate

key professional skills, including communication, critical thinking, workplace appearance and timeliness.

The Importance of Structured ActivityAll Informational Interviews should include structured activity before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences that result in enriched youth and young adult learning. Proper planning and preparation, attention to legal and safety details, maximization of learning potential, and communication and support for the youth or young adult and host will help ensure success.

Informational Interview Support MaterialsTip sheets and checklists for coordinators/case managers, company or organization partners, youth and young adults and instructors are provided in this toolkit to help design, structure and support Informational Interviews to maximize youth and young adult learning. Each tip sheet supplements the Work-Based Learning essential elements described in section three of this toolset, and provides a set of success factors and lists of activities or tasks to perform before, during and after the experience. A fact sheet for prospective employers is also provided.

TIP SHEETS AND FACT SHEETSCoordinator Tip Sheet: Informational Interview Success FactorsA tip sheet for coordinators/case managers or intermediary partners responsible for implementing Informational Interviews

Youth/Young Adult Tip Sheet: Informational Interview Success FactorsA tip sheet to help youth and young adults get the most out of the Informational Interview

Host Tip Sheet: Informational Interview Success FactorsA tip sheet for participating Informational Interview hosts

• What is my role in the Informational Interview? • What should I talk about?• How does this work?

Employer Fact Sheet: Informational InterviewA fact sheet that describes what’s involved in a company participating in an Informational Interview.



COORDINATOR TIP SHEETInformational Interview: Success Factors A tip sheet for coordinators and case managersWhen designing and implementing Informational Interviews with your program or school, keep the following success factors in mind.

BEFORE THE INFORMATIONAL INTERVIEW❑ Support effective planning.

› Identify how many youth and young adults will be ready for an Informational Interview, and when they will be ready for the experience.

› Identify and address any relevant school/organization policies that apply to Informational Interviews.

❑ Coordinate Informational Interview.› Work with the employer or organization to plan

the interview.› Identify a point person at your school/agency and

with the employer/organization.› Create and provide appropriate support materials

for distribution to employees who will be part of the interview.

❑ Address logistics.› Arrange for transportation and other logistics.› Find out if safety gear is required, and if so

arrange for it to be provided.› Once arranged, have the youth or young adult

call the participating employer or staff member to confirm the details for the Informational Interview. Ideally, it should take place at the worksite.

❑ Coordinate participating employer or organization involvement.

› Brief the interviewer on the career pathway you are supporting and what’s going on in the classroom.

› Help the interviewer be prepared to talk about multiple occupations in the sector.

› Set clear expectations about desired youth and young adult learning outcomes.

› Discuss subject matter and its appropriateness for this population of youth and young adults.

› Discuss best methods for being real with and engaging youth and young adults.

AFTER THE INFORMATIONAL INTERVIEW❑ Conduct follow-up activities.

› Debrief with the interviewee.› Assess the impact and value of the Informational

Interview.› Utilize participating employer or organization,

program staff and youth/young adult feedback to improve future Informational Interviews.

❑ Document and archive information about the Informational Interview.

GO DEEPERHere are some suggested activities to deepen the impact of an Informational Interview. ❑ Make the interview part of a project and have youth

and young adults prepare and deliver a presentation to others at your agency about the company or organization.

❑ Consider any potential public relations benefits and opportunities.

❑ Engage the participating employer and encourage them to consider other forms of involvement.



YOUTH AND YOUNG ADULT TIP SHEETInformational Interview: Success Factors A tip sheet for youth or young adults An Informational Interview is a chance for you to interview someone at a company or organization about his or her industry, education, and career path. You can ask why the person decided to take this path and how they got to where they are. Have fun with this one. You’ll be surprised what you learn and you might want to follow in that person’s footsteps!

TAKE ACTIONParticipating in an Informational Interview will help you figure out if a career in the industry or organization you’re exploring is right for you. Keep the following tips in mind to help you have a successful Informational Interview.

WHAT YOU SHOULD EXPECT TO LEARN • Sometimes the path you begin with is not the one you end up taking. • Participating employers or staff members want to share their experience with you. • What it means to be in that person’s shoes. • Why what you are studying in class is important.

BEFORE THE INFORMATIONAL INTERVIEW STARTS❑ Fill out and turn in any required forms.❑ Figure out what to wear. If the interview will happen

at the place of business, look into company/organizational culture and dress code and mirror it as best as you can. Get information on all the logistics, including where to park and enter the building.

❑ Do some research on the company or organization that the person you’ll be interviewing works for or represents. Check out their website and learn as much as you can.

❑ Prepare some questions about the company or organization, the industry, career opportunities, and what kind of education and training is needed.

❑ Practice introducing yourself as a professional (name, grade, organization or school, why you chose to take part in the interview, and what you’d like to do with your future).

DURING THE INFORMATIONAL INTERVIEW❑ Be respectful! Arrive on time and make sure your

phone is turned off.❑ Be an active participant. Pay attention and ask good

questions.❑ Make connections between what you’re learning in

the interview and what you’re learning in class.❑ Shake hands and thank the person for his or her

time.

AFTER THE INFORMATIONAL INTERVIEW❑ Talk to your instructors and classmates about the

Informational Interview and your feelings about what you experienced. Would you work there or somewhere similar?

❑ Participate in evaluating the experience and give ideas to improve future interviews. What worked and what didn’t? Be honest!

❑ Is there more you want to know about this field or job site? Would you be interested in going on another interview in the future?

❑ Write a thank-you note and send it to the person you interviewed.



HOST TIP SHEETInformational Interview: Success Factors A tip sheet for participating Informational Interviewing hostsWhen getting ready to participate in an Informational Interview, keep the following success factors in mind.

BEFORE THE INFORMATIONAL INTERVIEW❑ Confirm logistics with the coordinator/case manager or instructor.

› Let them know if you would like the young person to contact you directly to arrange the interview.› Provide phone numbers at the workplace.› Determine if safety gear is necessary and, if so, arrange for it to be available.› Though it’s best if the interview takes place at your place of business, if it’s happening at the school or

organization, ask where to park and enter the building.› Ask the instructor about the youth or young adult you’ll be talking to and find out what he or she is currently

focused on in the classroom so you can explain how the academic content being learned is applied in the workplace. Provide real-world examples.

DURING THE INFORMATIONAL INTERVIEW❑ Describe a typical day at your workplace to help the youth or young adult understand what you really do vs.

what your title says.❑ Be real. If possible, share mistakes you’ve made and how you have addressed problems. What was your

experience like in school? Did you struggle at all? If so, share that story! How did you get to the job you’re in today?

❑ Talk to the youth and young adults about the range of career options in your industry or organization. Indicate what it will take to be hired when education and training is completed.

AFTER THE INFORMATIONAL INTERVIEW❑ Provide feedback to the coordinator/case manager or instructor to improve future Informational Interviews.❑ Consider how you might use the interview to promote your company or organization’s visibility in the community.

GO DEEPER❑ Explore ways that you might further interest youth and young adults in your company or organization. ❑ Talk to your coordinator or case manager about being a Guest Speaker, or hosting youth and young adults for

Job Shadows, Workplace Tours, Temporary Jobs or Internships.


35

EMPLOYER FACT SHEETInformational Interview: Success Factors A fact sheet for employersAn informational interview is a structured Career Awareness activity in which a youth or young adult formally interviews an employer partner about his or her industry, educational and career path and chosen profession. The interview includes discussion of the person’s chosen career, the path taken to get there, the level of education required and the responsibilities and daily activities of the job. The interview includes questions about the range of career opportunities within the industry, opportunities for growth and the salary ranges for different occupations. Informational Interviews are especially effective if conducted at the workplace.

Why is an Informational Interview important for youth and young adults?

• Promotes the exploration of a field of interest.• Provides exposure to careers and jobs.• Builds awareness of the academic, technical and

personal skills required in particular jobs.• Provides the opportunity to practice and

demonstrate key professional skills, including communication, critical thinking, workplace appearance and timeliness.



needs, educational requirements and career opportunities in your industry.

• Potentially marks the beginning of an engagement process for this youth or young adult with your company, and may lead to deeper connections over time.



• Helps your employees understand how to communicate with the next generation of workers and customers.


What do I need to do next?• Contact your youth agency coordinator/case

manager.• Arrange for a presentation to your employees.• Consider any impacts on company policy.

Resources• Distribute the Host Tip Sheet: Informational

Interview to interested employees.• Review the Professional Skills fact sheet.• Review Employer Participation Options:


NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT INFORMATIONAL INTERVIEW GUIDE


Program Level: 9th grade or higherEmployer/Youth and Young Adult Ratio: 1:1Duration: 30–60 minutesFrequency: One timeLocation: Most effective if at the workplace. Could be at the school/organization.Costs: Staff timeSpecial Considerations: Company and workplace policies regarding visitors.

36 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT JOB SHADOWING GUIDE

Job Shadowing Guide

Introduction This guide is designed to support Job Shadowing activities that work for youth and young adults, host employers and organizations and youth workforce development program staff (coordinators, case managers, and others). It is part of the New York City Youth and Young Adult Work-Based Learning Toolkit, which provides quality approaches and strategies to create high-quality, safe and legal Work-Based Learning experiences for New York City’s youth and young adults.

Job Shadowing OverviewJob Shadowing is a Career Exploration activity in which a youth or young adult is paired with an employee, observes the workday of that employee, interacts with clients or customers and attends meetings and other appointments with the person they are shadowing. Job Shadows are designed to help youth and young adults explore a field of interest while developing research skills and building occupational knowledge. A Job Shadow occurs over most of the workday, is conducted at the workplace and provides the opportunity for the youth/young adult to ask questions of the person being shadowed throughout the day.

Job shadowing experiences are designed to promote:

• Exploration of a field of interest• Exposure to careers and jobs• Awareness of the academic, technical, and personal skills

required in particular jobs• The opportunity to practice communication and other

professional skills



The Importance of Structured ActivityEffective Job Shadowing programs include structured activity before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences that result in enriched youth and young adult learning. Proper planning and preparation, attention to legal and safety details, maximization of learning potential, and communication and support for the youth and young adults and employer or organization will help ensure success.

Sustaining and growing Job Shadows and all other Work-Based Learning types depend upon developing and maintaining positive relationships with the employers and organizations that are providing opportunities to the youth and young adults being served. These employers and organizations should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

Job Shadowing Support MaterialsTip sheets and checklists for program coordinators/case managers, employer or organization partners, and youth and young adults are provided in this toolkit to help design, structure and support Job Shadowing experiences to maximize learning. Each tip sheet supplements the Work-Based Learning essential elements described in section three of this toolkit, and provides a set of success factors and lists of activities or tasks to perform before, during and after the experience. A fact sheet for prospective host employers is also provided. Note: These tools and materials are available in Word format to allow for programs to brand appropriately and include contact information.

TIP SHEETS AND FACT SHEETS Coordinator Tip Sheet: Job Shadowing Success FactorsA checklist and tip sheet for New York City youth program coordinators, case managers and program staff

Youth/Young Adult Tip Sheet: Job Shadowing Success FactorsA tip sheet to help youth and young adults get the most out of the Job Shadowing experience

Host Tip Sheet: Job Shadowing Success FactorsA tip sheet for participating Job Shadow hosts

• What’s my role in the Job Shadow? • How do I get matched up? • What should I talk about?• How does this work?

Employer Fact Sheet: Job ShadowingA fact sheet for employers that describes what’s involved in a company providing Job Shadowing opportunities



COORDINATOR TIP SHEETJob Shadowing: Success Factors A tip sheet for coordinators and case managersWhen designing and implementing your Job Shadowing program, keep the following success factors in mind.

BEFORE THE JOB SHADOW❑ Apply the Work-Based Learning essential elements.

› Address the elements in the design of your Job Shadowing program.› Check in with the elements periodically to ensure that all ten are being addressed in the implementation of

the program.❑ Address key legal, safety and health issues.

› Job Shadows are usually treated in the same way that organizations or schools treat field trips. Your organization’s policies regarding transportation, liability and workers compensation insurance apply.

› Youth and young adults participating in Job Shadows should receive relevant safety instruction and gear if required (e.g., eye goggles, hard hat, gloves).

› Youth and young adults participating in Job Shadowing activities can participate in mock situations, shadow employees or even participate in the operations of the workplace as long as the person typically responsible for the duty is observing the youth or young adult.

❑ Address logistics.› Effectively match youth and young adults with Job Shadow hosts, based on their career interests and

personal factors. Job Shadow experiences are more meaningful when they occur in a career area that interests the youth/young adult and compliments their learning.

› Confirm scheduling and transportation arrangements for youth/young adults. Check with the contact person at the workplace to ensure that logistical details are arranged. Confirm dress requirements for the Job Shadow.

› Collect any required forms.❑ Identify desired learning objectives.

› Meet with youth and young adults to help develop specific learning objectives.› Share the expected outcomes with the Job Shadow host.



❑ Prepare youth and young adults to maximize their learning.› Match youth and young adults to opportunities that match a career interest. › Discuss expectations of the experience and what the youth/young adult may want to learn.› Discuss what youth/young adults know about the company or organization and how it impacts them.› Support youth/young adults in researching the company or organization and the industry so that they can

ask meaningful questions during the Job Shadow.› Have youth/young adults prepare questions and learning objectives that they would like to accomplish

during the Job Shadow.› Discuss appropriate dress and behavioral expectations that will allow youth/young adults to make the most

of the Job Shadow.❑ Prepare Job Shadow hosts for the experience.

› Conduct orientations for Job Shadow hosts (at their workplace).› Provide information regarding the participating youth and young adults. › Provide Host Tip Sheet and other support materials to company or organization so they can plan the most

learning-rich experiences possible. › Provide context for the Job Shadow host. Share the Professional Skills Fact Sheet from this toolkit. Make

sure the Job Shadow host understands the focus of your program, and where the youth/young adult is in their stage of development.

DURING THE JOB SHADOW❑ Ensure that youth and young adults receive instruction in workplace safety.

› Have the workplace partner include a safety talk in his or her opening remarks, highlighting potential hazards.

❑ Arrange for youth and young adults to speak to employees with different levels of responsibility. › A rotational Job Shadow can be structured so that youth and young adults spend some time in each

division learning about the issues that are important to them.

AFTER THE JOB SHADOW❑ Provide post-Job Shadow activities to structure youth and young adult reflection. ❑ Help youth and young adults make the connection between academics and training topics and the industry. ❑ Have youth and young adults write thank-you letters to the employer or organization partner. ❑ Assist youth and young adults in determining their next step in learning about careers. ❑ Utilize employer or organization partner feedback to inform continuous improvement process.

› Have youth and young adults and employer or organization partners complete an evaluation of the programs to assist you in continuous improvement.



YOUTH AND YOUNG ADULT TIP SHEETJob Shadowing: Success Factors A tip sheet for youth or young adults A Job Shadow is a great opportunity to learn about the world of work. You may be wondering what you will discover. Without a doubt, you will be exposed to a wide variety of experiences and information. Some information may be more valuable to you than other information.

TAKE ACTION!Holding a job requires a lot of independent thought and decision-making. Below is a checklist of what you can expect to learn on your Job Shadow. Read through the list and check off what interests you and the goals for the day that are most important to you. Your interests do not have to be prioritized. If you would like to learn something that is not listed, just add it to the list.

WHAT CAN I EXPECT TO LEARN ON JOB SHADOW DAY?

• How what I am learning about in the classroom is used on the job

• What people do all day on the job• What skills I need to get a good job• What employees receive besides a paycheck• More about the workplace I am visiting• How technology is used on the job• Some new career ideas • How much education I will need to get the job

that I want• How learning and earning are connected

BEFORE THE JOB SHADOW❑ Think about your interests and determine the kind of

Job Shadow you might like to have.❑ Turn in any required forms.❑ Participate in pre-Job-Shadow classroom activities.❑ Meet with your teacher/coordinator to finalize a

learning plan for the Job Shadow.

DURING THE JOB SHADOW❑ Arrive at the workplace appropriately dressed and on

time.❑ Attend the orientation at the worksite.❑ Be observant and ask appropriate questions.❑ Comply with all health, safety, and environmental

standards and regulations.❑ Develop some skill-specific learning outcomes with

your Job Shadow host.❑ Work toward your learning outcomes.❑ Reflect on the connection between what you are

learning in the classroom and what goes on in the workplace.

AFTER THE JOB SHADOW❑ Participate in self-evaluation and reflection activities.❑ Share what you accomplished and what you’ve

learned with others.❑ Complete and send a thank-you letter to your Job

Shadow host.❑ Complete an evaluation so that the program can be

improved in the future.❑ Update your resume or portfolio based on your Job

Shadowing experience.



HOST TIP SHEETJob Shadowing: Success Factors A tip sheet for participating Job Shadow hostsNOTE: This Tip Sheet is a template, intended for youth programs or schools to customize and adapt to support their Job Shadowing program.

WHAT IS JOB SHADOWING?Job Shadowing is a Career Exploration activity in which a youth or young adult is paired with an employee, observes the workday of that employee, interacts with clients or customers and attends meetings and other appointments with the person they are shadowing. Job Shadows are designed to help youth and young adults explore a field of interest while developing research skills and building occupational knowledge. A Job Shadow occurs over most of the workday, is conducted at the workplace and provides the opportunity for the youth/young adult to ask questions of the person being shadowed throughout the day.

CONSIDER THE FOLLOWING TIPS TO ENSURE A SUCCESSFUL JOB SHADOWING EXPERIENCE• Youth and young adults learn by doing. Be sure the young person shadowing you is engaged in a range of

activities throughout the day.• Choose activities that highlight the skills needed to do your job.• Select activities that show your career in a positive light.• Be sure that youth and young adults cannot inadvertently disrupt or damage your work.• Be ready to adjust the level of difficulty of any shared tasks depending on the youth or young adult’s abilities.

WHAT’S MY COMMITMENT?• The Job Shadowing experience will take place over most of the workday. The youth or young adult

shadowing you should be allowed to observe or participate in all activities during the day.• Follow all school and company or organization rules regarding Job Shadowing (your youth agency

coordinator can help you with this).• Complete an evaluation of the experience and provide recommendations to improve future Job Shadows.

HOW CAN I MAKE IT A GOOD EXPERIENCE FOR THE JOB SHADOWING YOUTH OR YOUNG ADULT?• Make it real. It’s all about the relationship you are able to develop.• Help the Job Shadowing youth or young adult focus on learning about and practicing professional skills.• Ask questions about what the young person shadowing you is learning, and what their career aspirations

are.



WHY IS THIS IMPORTANT FOR THE YOUTH OR YOUNG ADULT PARTICIPATING IN THE JOB SHADOW?

• Job Shadowing helps youth and young adults explore their interest in a career in your industry, and observe first - hand what it takes to work in your company or organization.

• Job Shadowing can help a young person see the connection between what they learn in the classroom and the real world.

• Job Shadowing can help youth and young adults practice communication skills and learn how to relate to adults on a professional level.

WHAT WILL I GET OUT OF IT?• Participating in Job Shadowing can be a personally satisfying experience.• Your company or organization may offer incentives for volunteering to Job Shadow.• You will learn how to interact with the next generation—some of whom you may be working with and/or

supervising soon.• It’s Fun!

WHAT IF I HAVE A QUESTION, A CONCERN, OR NEED SOME HELP?Your youth agency coordinator is there to help you with any question or concern, no matter how great or small. If you have any concerns or questions, bring them to the coordinator’s attention immediately.

Enter Contact Information:

...............................................................................................................................................................................

...............................................................................................................................................................................

...............................................................................................................................................................................

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43

EMPLOYER FACT SHEETJob Shadowing: Success Factors A fact sheet for employersJob Shadowing is a Career Exploration activity in which a youth or young adult is paired with an employee, observes the workday of that employee, interacts with clients or customers and attends meetings and other appointments with the person they are shadowing. Job Shadows are designed to help youth and young adults explore a field of interest while developing research skills and building occupational knowledge. A Job Shadow occurs over most of the workday, is conducted at the workplace and provides the opportunity for the youth/young adult to ask questions of the person being shadowed.

Why is Job Shadowing important for youth and young adults?

• Job Shadowing helps youth and young adults explore their interest in a career in your industry, and observe first-hand what it takes to work in your company.

• Job Shadowing can help a young person see the connection between what they learn in the classroom and the real world.

• Job Shadowing can help youth and young adults practice communication skills and learn how to relate to adults on a professional level.



needs, educational requirements and career opportunities in your industry.





What do I need to do next?• Contact your youth program coordinator.• Arrange for a presentation to your employees.• Consider any impacts on company policy.

Resources• Distribute the Host Tip Sheet: Job Shadowing to

interested employees.• Review the Professional Skills fact sheet.• Review Employer Participation Options:


NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT JOB SHADOWING GUIDE


Program Level: Early in the program experience.Employer/Youth or Young Adult Ratio: 1 to 1Duration: Most of a single workdayFrequency: One timeLocation: At the workplaceCosts: Staff timeSpecial Considerations: Comply with any organizational policies.

44 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK EXPERIENCE GUIDE

Work Experience Guide

Introduction This guide is designed to help design, develop and support Work Experience opportunities that work for youth and young adults, host employers and organizations, and youth workforce development program staff (coordinators, case managers and others). It is part of the New York City Youth and Young Adult Work-Based Learning Toolkit, which provides quality approaches and strategies to create high-quality, safe and legal Work-Based Learning experiences for New York City’s youth and young adults.

Work Experience OverviewWork Experience is a Career Preparation activity in which a youth or young adult is at a worksite doing real work for pay. The youth or young adult is held to the same expectations as all employees and will be evaluated by the workplace supervisor based on workplace expectations and performance. Work Experiences range from regular, paid employment in summer and/or year-round jobs to subsidized employment and learning-rich work experience. There are also a range of Work Experience program types defined at the state and federal levels. (See State and Federal Work Experience Fact Sheet.)

High-quality Work Experiences are designed, supported and structured to meet specific learning outcomes, be educationally rich, and build awareness of the business, its industry sector, its role in the economy and the career options it provides.

Work Experiences are designed to:

• Expose youth and young adults to careers and jobs• Develop Work Readiness Professional Skills• Build occupational knowledge and technical skills• Provide youth and young adults with training about potential

workplace hazards and how to protect themselves



Subsidized Work ExperienceIn subsidized Work Experience, the youth or young adult’s wages are subsidized (i.e., paid not by the workplace but by the program through an outside funding source, usually a state- or federally funded program). In these cases, the program is the actual employer, subsidizes all wages and is responsible for taxes and Workers’ Compensation insurance. The youth or young adult must be paid at least the federal, state or local minimum wage (whichever is higher) for all hours worked.

Learning-Rich Work ExperienceLearning-Rich Work Experience is a type of Work Experience that is highly structured to promote learning through paid work. The youth or young adult participates in planning the work and problem solving. Worksite supervisors act as coaches. The experiences are generally based on projects (instead of tasks) where youth and young adults interact with each other and with regular employees. They often work in teams and are paid an appropriate wage.

In addition to the desired elements of Work Experience, Learning-Rich Work Experiences are designed to promote:

• Facilitation of an active learning process

• Exploration of a career field of interest

• Development of research and project-based skills

• Development of teamwork skills

• Demonstration of the Work-Readiness Professional Skills (Section four of this toolkit)

Transitional Jobs Transitional Jobs combine wage-paid work, job skills training, and supportive services to help individuals facing barriers to employment succeed in the workforce. Transitional Jobs program participants earn a paycheck, learn skills, may become eligible for the Earned Income Tax Credit, and receive intensive mentoring and support. Transitional Jobs have also been referred to as public service jobs, community service jobs and publicly funded employment.

State and Federal Work ExperienceThe New York State Education Department and the U.S. Department of Labor have developed definitions of Work Experience that apply to the programs they sponsor. These definitions are provided in the State and Federal Fact Sheet: Work Experience.

The Importance of Structured ActivityAll Work Experiences should include structured activity before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences that result in enriched learning. Proper planning and preparation, attention to legal and safety details, maximization of learning potential, and communication and support for the youth/young adult, worksite supervisor and employer will help ensure success.

Sustaining and growing Work Experience opportunities and all other Work-Based Learning types depend upon developing and maintaining positive relationships with the employers and organizations that are providing opportunities to the youth and young adults being served. These employers and organizations should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.



Work Experience Support MaterialsTip sheets and checklists for program coordinators/case managers, employer or organization partners, and youth and young adults are provided in this toolkit to help design, structure and support Work Experiences to maximize learning. Each tip sheet supplements the Work-Based Learning essential elements described in section three of this toolkit, and provides a set of success factors and lists of activities or tasks to perform before, during and after the experience. A fact sheet for prospective host employers and one describing state and federal work experience programs are also provided. Note: These tools and materials are available in Word format to allow for programs to brand appropriately and include contact information.

The Work-Based Learning Plan and Evaluation tool provided in section eleven of this toolkit can be a valuable tool to help plan, support, assess and document the Work Experience.

TIP SHEETS AND FACT SHEETS Coordinator Tip Sheet: Work Experience Success FactorsA tip sheet for youth program coordinators, case managers and program staff

Youth/Young Adult Tip Sheet: Work Experience Success FactorsA tip sheet to help youth and young adults get the most out of their Work Experience

Supervisor Tip Sheet: Work Experience Success FactorsA tip sheet for participating supervisors

Employer Fact Sheet: Work ExperienceA fact sheet that describes what’s involved in a company providing a Work Experience

State and Federal Fact Sheet: Work ExperienceA fact sheet describing New York State Work Experience programs and definitions from the U.S. Department of Labor

ToolsWork-Based Learning Plan and Evaluation Tool (see section 11 of this toolkit)



COORDINATOR TIP SHEETWork Experience: Success Factors A tip sheet for coordinators and case managersWhen designing and implementing a Work Experience program with your youth agency or school, keep the following success factors in mind.

BEFORE THE WORK EXPERIENCE ❑ Define systems to support the Work Experience.

› Define your Work Experience program structure (time, expectations, host expectations, and staff support, for example).

› Define program staff support to ensure a high-quality Work Experience.❑ Engage the employer or organization in supporting the learning process.

› If possible, design and develop the Work Experience and opportunity with the employer or organization. › Determine the worksite supervisor’s preferred form and frequency of contact if they are willing/able to connect.

❑ Identify and recruit youth and young adults.› Work with instructors to create a list of interested and qualified youth and young adults.› Select and refer chosen candidates for interviews, matched to employer/organization/supervisor specifications.

❑ Prepare supervisors for the Work Experience.› If requested, assist the employer or organization and team members in designing the Work Experience and

crafting the job description.› Provide tip sheets to the Work Experience supervisor on how to provide a high-quality experience.› Define an ongoing communication strategy and feedback protocols for the experience.

❑ Address logistics.› Distribute and collect appropriate forms.› Address any transportation or safety gear needs.

DURING THE WORK EXPERIENCE❑ Provide support.

› If possible, meet with youth and young adults and worksite supervisors at their workplaces and observe workplace activities. Make sure these visits are pre-arranged with the host and don’t disrupt workflow.

› Regularly assess progress and impact of the Work Experience. ❑ Provide worksite supervisor/work experience host support.

› Support the worksite supervisor in serving as both a supervisor and coach.› Assist the worksite supervisor in completing an evaluation or assessment of youth and young adult

performance.› Maintain ongoing communication with and/or provide reports to the employer or organization.



AFTER THE WORK EXPERIENCE❑ Review the completed evaluations or assessments with the youth or young adults and discuss and record next

steps.❑ Conduct follow-up activities.

› Document and record the outcome of the experience.› Assess the effectiveness of the Work Experience and make recommendations for adjustments in the future.› Provide avenues for feedback on the effectiveness of the Work Experience. (If possible, meet with the

worksite supervisor and youth or young adult to debrief.)❑ Document and archive information about the Work Experience.

GO DEEPER There are a number of suggested activities to deepen the impact of Work Experience. Consider the following activities:❑ Have youth and young adults learn about the whole company or organization and what it does and prepare a

presentation and deliver it to others in your program.❑ Take pictures from the Work Experience and provide them to the company or organization for their website or

newsletter.❑ Publicize the Work Experience and the business/organization by placing a story in the local newspaper or

posting on your webpage. (Make sure you clear this with the employer partner first.)❑ Consider other potential public relations benefits and opportunities.



YOUTH AND YOUNG ADULT TIP SHEETWork Experience: Success Factors A tip sheet for youth and young adults Work Experience gives you the opportunity to develop and demonstrate professional and occupational skills by addressing a core business function. You’ll have a real job doing productive work with an employer.

TAKE ACTIONParticipating in Work Experience requires a lot of responsibility and good time-management skills. Below is a checklist of what you can expect to get out of Work Experience. Read through the list and check off what interests you and the goals that are most important to you. Your interests don’t have to be prioritized. If you would like to learn something that’s not listed here, just add it to the list.

WHAT YOU SHOULD EXPECT TO LEARN • Time management• Good communication skills• How to develop professional relationships• What it’s like to work in a professional environment• New skills related to the job and the industry

BEFORE THE WORK EXPERIENCE STARTS❑ Fill out and turn in any required forms.❑ Participate in pre-Work-Experience opportunities in

your class. ❑ Meet with an instructor, coordinator or case manager

and supervisor to discuss what you want to get out of the Work Experience. These are your learning objectives.

❑ Research the dress code at the place where you’ll work.

❑ Make sure you have transportation taken care of to and from the place of business.

DURING THE WORK EXPERIENCE ❑ Dress appropriately and arrive on time. ❑ Watch your language and how you treat others.❑ Make sure you understand your role and tasks, and

don’t be afraid to ask questions. ❑ Follow through with the goals you set for yourself.❑ Communicate with others effectively. ❑ Put your electronics away until the end of your shift

each day.

AFTER THE WORK EXPERIENCE❑ Reflect on your experience and participate in self-

evaluation activities. ❑ Ask your supervisor if you can use him/her as a

reference. ❑ Give feedback about the process so it can be

improved for others after you. ❑ Update your resume.



SUPERVISOR TIP SHEETWork Experience: Success Factors A tip sheet for participating Work Experience supervisorsWhen hiring a youth or young adult or launching a Work Experience program at your company or organization, keep the following success factors in mind.

BEFORE THE WORK EXPERIENCE ❑ Contact the youth agency coordinator or case manager

to indicate your company’s or organization’s interest in hiring young people through the Work Experience program. They can help you identify what young people can do in the context of your business needs.

❑ Work with the agency coordinator or case manager to develop a job description.

❑ Interview, select and hire the youth or young adult.❑ Address logistics.

› Work with the coordinator/case manager to help define aspects of the Work Experience.

› Determine who will supervise and guide the youth or young adult.

› Inform other staff that a youth or young adult will be at the workplace.

DURING THE WORK EXPERIENCE❑ Lay the groundwork.

› Provide a workplace orientation for the youth or young adult. Review the informational packet provided to you by the coordinator/case manager.

› Review the Professional Skills fact sheet provided by the coordinator/case manager.

› Consider opportunities for the youth or young adult to develop work-readiness professional skills and be exposed to a range of career opportunities in your industry or organization.

❑ Facilitate learning.› Work with the youth or young adult to create skill-

development outcomes that are specific to the Work Experience.

› Identify opportunities that will support the youth or young adult’s academic and workplace skill development, as well as an awareness of potential future careers.

› Assist the youth or young adult in working toward learning objectives. When an objective is mastered or completed, help them to craft another.

❑ Open avenues of communication.› If possible, meet with the coordinator/case manager

and youth/young adult to finalize learning plans and agree on an ongoing communication strategy.

❑ Complete an interim evaluation.› Evaluate the youth or young adult’s performance.› Discuss performance with the youth or young adult and

the coordinator/case manager.

AFTER THE WORK EXPERIENCE❑ Help document the Work Experience.

› Complete a final assessment of the youth or young adult.

› Discuss the assessment with him or her and the coordinator/case manager.

❑ Assess impact and debrief the Work Experience.› Hold a debriefing session internally at the company

or organization, review the effectiveness of the Work Experience program and make suggestions for improvement.

› Share suggestions with the coordinator/case manager and complete a program evaluation.

GO DEEPER There are a number of suggested activities to deepen the impact of Work Experience. Consider the following activities:❑ Explore ways that you might further interest youth

and young adults to help guide their careers.❑ Talk to the program coordinator/case manager about

being a classroom speaker or guest trainer, helping with curriculum, or hosting youth and young adults for Tours, Job Shadows, Temporary Jobs or Internships.


51

EMPLOYER FACT SHEETWork Experience: Success Factors A fact sheet for employersWork Experience is a Career Preparation activity in which a youth or young adult is at a worksite doing real work for pay. The youth or young adult is held to the same expectations as all employees and is evaluated by the workplace supervisor based on workplace expectations and performance. Work Experiences range from regular, paid employment in summer and/or year-round jobs to subsidized employment and learning-rich work experiences. There are also a range of Work Experience programs offered at the local, state and federal levels.

Why is a Work Experience important for youth and young adults?Every young person needs a first job, and a part-time, after school or summer job can provide that opportunity. Youth participating in Work Experience can also:

• Be exposed to careers and job opportunities in your industry.

• Practice and demonstrate the Professional Skills.• Help build occupational knowledge and technical

skills through the job.• Receive training and awareness about potential

workplace hazards and how to report them.

What are the benefits to my company? Part-time and summer youth workers can provide a productive benefit to your company. They can also:

• Serve as a potential pool for permanent hires in the future.

• Better understand the skill needs, educational requirements and career opportunities in your industry.

• Learn about the role and contributions of your business in the community.

• Provide first-time supervisory opportunities for your existing workforce.

• Help your employees understand how to communicate with the next generation of workers.

• Provide for a more productive workforce.

What do I need to do next?• Contact your youth agency coordinator/case

manager to post a job or explore what youth and young adults might be able to accomplish.

• Consider any legal implications and/or impacts on company policy.

Resources• Distribute the Supervisor Tip Sheet: Work

Experience to interested staff members.• Review the Professional Skills fact sheet.• Review Employer Participation Options:


NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK EXPERIENCE GUIDE


Program Level: Age 16 and upEmployer/Youth or Young Adult Ratio: 1:1Duration: OngoingFrequency: Full or part-time scheduleLocation: WorkplaceCosts: Wages and statutory benefitsSpecial Considerations: For minors, state and federal child labor laws. Potential labor issues.

52

STATE AND FEDERAL FACT SHEETWork Experience U. S. Department of Labor New York State Education Department

US DOL From the Workforce Innovation and Opportunity Act Final Rule

681.600 What are work experiences? (a) Work experiences are a planned, structured learning experience that takes place in a workplace for a limited period of time. Work experience may be paid or unpaid, as appropriate. A work experience may take place in the private for-profit sector, the non-profit sector, or the public sector. Labor standards apply in any work experience where an employee/employer relationship, as defined by the Fair Labor Standards Act or applicable State law, exists. Consistent with § 680.840 of this chapter, funds provided for work experiences may not be used to directly or indirectly aid in the filling of a job opening that is vacant because the former occupant is on strike, or is being locked out in the course of a labor dispute, or the filling of which is otherwise an issue in a labor dispute involving a work stoppage. Work experiences provide the youth participant with opportunities for career exploration and skill development. (b) Work experiences must include academic and occupational education. The educational component may occur concurrently or sequentially with the work experience. Further academic and occupational education may occur inside or outside the work site. (c) The types of work experiences include the following categories:

(1) Summer employment opportunities and other employment opportunities available throughout the school year;

(2) Pre-apprenticeship programs; (3) Internships and job shadowing; and(4) On the job training (OJT) as defined in WIOA sec 3(44) and 680.700 of Final Rule

New York State Education DepartmentWork Experience Programs

Cooperative Career & Technical Education Work Experience Program (CO-OP)The Cooperative Career & Technical Education Work Experience Program is a work-based learning program for youth and young adults age 16 and above, consisting of 150 to 600 hours of paid, supervised Work Experience, supported by related instruction in a specific career and technical discipline. Youth and young adults may earn ½ to 2 units of credit towards a CTE sequence, depending upon the specific sequence. This program must be registered with the New York State Education Department, and must be coordinated by a CTE teacher who possesses an extension as a Diversified Co-op Coordinator or as a Coordinator of Work-Based Learning Programs for Career Development.

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK EXPERIENCE GUIDE



General Education Work Experience Program (GEWEP)The General Education Work Experience Program is a Work-Based Learning option for non-CTE youth and young adults, age 16 and above. The program consists of 150-600 hours of paid, supervised work experience, supported by the equivalent of at least one classroom period per week of related instruction. Youth and young adults typically earn ½ to 2 units of high school credit. This program must be registered with the New York State Education Department; it may be coordinated by any teacher or guidance counselor certified at the secondary level who possesses an extension as Coordinator of Work-Based Learning Programs for Career Exploration.

Work Experience and Career Exploration Program (WECEP)The Work Experience and Career Exploration Program (WECEP) is a Work-Based Learning initiative sponsored by the U.S. Department of Labor and the New York State Education Department. It’s similar in design and operation to the General Education Work Experience Program, but designed specifically for at-risk youth ages 14-15, who typically earn ½ to 1 unit of high school credit. This program must be registered with the New York State Education Department; it may be coordinated by any teacher or guidance counselor certified at the secondary level who possesses an extension as Coordinator of Work-Based Learning Program.


54 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT INTERNSHIP GUIDE

Internship Guide

Introduction This guide is designed to support and develop engaging Internships that work for youth and young adults, host employers and organizations, and youth workforce development program staff (coordinators, case managers and others). It is part of the New York City Youth and Young Adult Work-Based Learning Toolkit, which provides quality approaches and strategies to create high-quality, safe and legal Work-Based Learning experiences for New York City’s youth and young adults.

Internship OverviewAn Internship is a highly structured, time-limited, Career Preparation activity in which a youth or young adult is placed at a workplace for a defined period of time to participate in and observe work first-hand within a given industry or organization. Internships provide youth and young adults the opportunity to learn by doing real work and being productively engaged in the workplace. They may provide the opportunity to work in teams, rotate through a number of departments and job functions, or to work on a project of interest and productive value for the employer partner.

Internships may be paid or unpaid, depending on whether the intern is performing productive work for the employer. They are designed to give youth and young adults hands-on experience in a field of interest, the chance to learn and practice occupational skills and the opportunity to learn about their career options.

Internships are designed to promote:• Exploration of and experience in a field of interest• Exposure to a wide range of careers and jobs within the industry• Opportunities to develop, practice and demonstrate new skills• The acquisition of occupational knowledge• Awareness of the skills and education needed to be successful

in the industryInternships are intended to enhance workplace knowledge and workplace awareness. They help build the skills required for specific


1 See USDOL Internship Fact Sheet #71 http://www.dol.gov/whd/regs/compliance/whdfs71.htm


occupations by exposing youth and young adults to a wide spectrum of activities within the industry and the range of career options available at a workplace. Internships engage youth and young adults in their own learning and provide multiple opportunities for reflection on the experience, both verbally and in writing. High-quality Internships are designed to directly support academic learning, and in many cases have a defined productive value for the Internship host.

Sustaining and growing Internships and all other Work-Based Learning types depend upon developing and maintaining positive relationships with the employers and organizations providing opportunities to the youth and young adults being served. These employers and organizations should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

The Importance of Structured ActivityAll Internships include structured activity for the intern, host and coordinator/case manager before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences that result in enriched intern learning. Proper planning and preparation, attention to legal and safety details, maximization of learning potential and communication and support for the intern and worksite supervisor will help ensure success.

Internship Support MaterialsTip sheets and checklists for program coordinators/case managers, employer or organization partners, and youth and young adults are provided in this toolkit to help design, structure and support Internships to maximize learning. Each tip sheet supplements the Work-Based Learning essential elements described in section three of this toolkit and provides a set of success factors and lists of activities or tasks to perform before, during and after the experience. A fact sheet for prospective host employers is also provided. Note: These materials are available in Word format to let programs brand appropriately and include contact information.

The Work-Based Learning Plan and Evaluation tool provided in section eleven of this toolkit can be a valuable tool to help plan, support, assess and document the Internship experience.

TIP SHEETS AND FACT SHEETS Coordinator Tip Sheet: Internship Success FactorsA checklist and tip sheet for youth program coordinators, case managers and program staff.

Youth/Young Adult Tip Sheet: Internship Success FactorsA tip sheet to help youth and young adults get the most out of their Internship.

Supervisor Tip Sheet: Internship Success FactorsA tip sheet for participating Internship hosts.

Employer Fact Sheet: InternshipsA fact sheet for employers that describes what’s involved in a company providing Internship opportunities.

Fact Sheet #71: Internship Programs Under The Fair Labor Standards Act

ToolsWork-Based Learning Plan and Evaluation Tool



COORDINATOR TIP SHEETInternship: Success Factors A tip sheet for coordinators and case managersWhen designing and implementing the Internship program with your youth workforce development organization or school, keep the following success factors in mind.

BEFORE THE INTERNSHIP❑ Define systems to support the Internship program.

› Define your Internship program structure (time, intern expectations, host expectations, staff support, etc.).› Develop strategies to assess employer suitability for hosting interns.› Define program staff support to ensure high-quality Internships.

❑ Develop an effective employer/organization engagement strategy.› Design and develop the Internship with the employer or organization.› Facilitate interviews of youth and young adults.› Follow up and debrief the interviews.› Determine the worksite supervisor’s preferred form and frequency of contact.

❑ Identify and recruit youth and young adults.› Identify interested and qualified youth and young adults.› Select and refer qualified youth and young adults, matched to employer/organization/supervisor

specifications.❑ Prepare youth and young adults for the Internship.

› Have the youth and young adults identify learning objectives for the Internship.› Document learning objectives on the Work-Based Learning plan and evaluation tool.› Have youth and young adults research the company or organization and build an awareness of the culture

of the work environment.❑ Prepare supervisors for the Internship.

› Assist the employer or organization and team members in designing the Internship.› Provide an orientation for the Internship host. Include information on timesheets and evaluation forms.› Provide tip sheets to the Internship host on how to conduct a high-quality Internship.› Help the Internship host understand how to best work with youth and young adults.› Let them know you are there to help if any issues arise.› Define an ongoing communication strategy and feedback protocols for the experience.



❑ Address logistics.› Confirm placement details.› Distribute and collect appropriate permission forms.› Address any additional logistical issues such as transportation or safety gear.› Identify who will serve as the point of contact at the school and with the employer.

DURING THE INTERNSHIP❑ Provide intern support.

› Meet with youth and young adults and worksite supervisors at their workplaces and observe workplace activities. Make sure that these visits are pre-arranged with the Internship host and do not disrupt the workflow in the workplace.

› Regularly assess progress and impact of Internship.❑ Provide worksite supervisor/Internship host support.

› Support the worksite supervisor in serving as both a supervisor and coach.› Assist the worksite supervisor in completing an evaluation or assessment of intern performance through the

Internship.› Maintain ongoing communication with and/or provide reports to the employer or organization.› Communicate with the worksite supervisor and monitor workplace activities according to schedule.

❑ Facilitate learning.› Help ensure that activities in the Internship are authentic and engaging, and provide opportunities to learn

about a range of careers within the industry.› Provide opportunities for youth and young adults to reflect on their Internships in the classroom, or through

reflective activities such as journaling.

AFTER THE INTERNSHIP❑ Reflect on learning.

› Provide opportunities for intern reflection.› Review the completed evaluations or assessments with the intern and discuss and record next-step

options.❑ Conduct follow-up activities.

› Carry out an assessment of intern learning outcomes.› Document intern learning and record the experience.› Assess the effectiveness of the Internship and make recommendations for adjustments in the future.› Provide avenues for feedback on the effectiveness of the Internship. (If possible, meet with the worksite

supervisor and intern to debrief the experience.)❑ Provide classroom experiences that help youth and young adults make the connection between this Internship

and their next steps.



YOUTH AND YOUNG ADULT TIP SHEETInternship: Success Factors A tip sheet for youth or young adults As you get ready to take part in an Internship, keep the following success factors in mind.

BEFORE THE INTERNSHIP❑ Define your Internship.

› Think about your interests and determine the kind of Internship you might like to have.

❑ Address logistics.› Apply for the Internship program.› Turn in all signed parent permission forms.› Complete an intern self-assessment and any

other assignments.❑ Work on your communication style.

› Prepare and practice your personal introductory pitch (who you are, why you are interested in the business, what your career goals are, etc.).

› Prepare for and attend the interview with your potential Internship host.

DURING THE INTERNSHIP❑ Lay the groundwork.

› Attend an orientation at the worksite.› Make sure you understand your duties and

complete the tasks or projects you are assigned.❑ Document the experience.

› Track your hours as instructed.› Consider keeping a journal of your Internship

experience.

❑ Tie Internship to learning.› Meet with your instructor/coordinator or case

manager and worksite supervisor to finalize a learning plan for the Internship.

› Develop some skill-specific learning outcomes with your worksite supervisor.

› Reflect on the connection between what is learned at school and at the workplace.

› Participate in ongoing reflection activities and skill-building classroom assignments.

❑ Work toward your learning outcomes.

AFTER THE INTERNSHIP❑ Reflect upon and share learning.

› Participate in self-evaluation and reflection activities.

› Discuss with others what you accomplished and what you’ve learned.

❑ Complete final “paperwork.”› Complete and send a thank-you letter to your

worksite supervisor.› Update your resume based on new skills and

experiences gained.❑ Meet with your worksite supervisor and instructor to

discuss your next steps.



SUPERVISOR TIP SHEETInternship: Success Factors A tip sheet for participating Internship hostsWhen launching an Internship program at your company or organization, keep these success factors in mind.

BEFORE THE INTERNSHIP❑ Indicate interest in having an intern.❑ Interview and select or hire intern.❑ Address logistics.

› Work with the coordinator/case manager to develop and define the Internship.

› Determine who will be the person working most closely with the intern.

› Inform other staff that an intern will be at the workplace

DURING THE INTERNSHIP❑ Lay the groundwork.

› Provide a workplace orientation for the intern. Review the informational packet provided to you by the coordinator/case manager.

› Consider opportunities for the intern to develop the Work-Readiness Professional Skills and be exposed to a range of career opportunities in your industry or organization.

❑ Facilitate learning.› Work with the intern to develop skill development

outcomes that are specific to the Internship.› Be on the lookout for opportunities at the

workplace that support the intern’s academic and workplace skill development as well as an awareness of potential future careers.

› Assist the intern in working toward learning outcomes. When the youth or young adult masters or completes an objective, help them to craft another.

❑ Open avenues of communication.› Meet with the coordinator and intern to finalize

learning plans and assessments and decide on an ongoing communication strategy.

› Communicate successes and opportunities at the workplace that the teacher or instructor can use to enhance the value of classroom connections.

❑ Complete an interim evaluation.› Evaluate the intern’s performance.› Discuss performance with the intern and the

coordinator/case manager.

AFTER THE INTERNSHIP❑ Document the Internship.

› Complete a final assessment of the intern.› Discuss the assessment with the intern and the

coordinator/case manager.❑ Assess impact and debrief the Internship.

› Hold a debriefing session internally at the company or organization, review the effectiveness of the Internship program and make suggestions for improvement.

› Share suggestions with the coordinator/case manager and/or complete the program evaluation.

› Discuss with the coordinator /case manager to support continuous improvement efforts.


60

EMPLOYER FACT SHEETInternship: Success Factors A fact sheet for employersAn Internship is a highly-structured Career Preparation activity in which youth and young adults are placed at a workplace for a defined period of time to participate in and observe work first-hand within a given industry. Internships provide youth and young adults the opportunity to learn by doing real work and being productively engaged in the workplace. Internships may provide the opportunity to work in teams, rotate through a number of departments and job functions, or to work on a project of interest to the youth or young adult (or group of youth/young adults) and be of productive value to the employer partner.

Why is an Internship important for youth and young adults?

• Provides that first job that every young person needs.

• Promotes the exploration of and experience in a field of interest.

• Provides exposure to a wide range of careers and jobs within the industry.

• Offers opportunities to develop, practice and demonstrate new skills.

• Helps develop occupational knowledge.• Builds awareness of the skills and education

needed to be successful in the industry.• Promotes the development of adult and team

relationships.• Provides an opportunity to demonstrate the ability

to perform successfully in the workplace.

What are the benefits to my company?• Increases your productivity and allows for you to

address a key business function – often a project or activity that has been back-logged.

• Exposes potential future workers to job opportunities with your company as well as the skill needs and educational requirements of career opportunities in your industry.


• Helps your employees understand how to communicate with the next generation of workers and customers.


What do I need to do next?• Contact your youth agency coordinator or case

manager.• Arrange for a presentation to your employees.• Consider any impacts on company policy. • Work with your youth agency coordinator/case

manager to design the Internship.• Determine if pay is required and address any

other legal or safety concerns.

Resources• Distribute the Supervisor Tip Sheet: Internship to

interested staff members.• Review the Professional Skills fact sheet.• Review Employer Participation Options:


NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT INTERNSHIP GUIDE


Program Level: 11th grade or higherEmployer/Youth or Young Adult Ratio: Generally 1:1Duration: 4-8 weeksLocation: WorkplaceCosts: Wages as appropriateSpecial Considerations: Internships may be paid or unpaid, depending on whether the youth or young adult is performing productive work for the employer and other factors.

61 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORKPLACE CHALLENGE GUIDE

Workplace Challenge Guide

Introduction This guide is designed to help guide and support Workplace Challenges that work for youth and young adults, participating employers and organizations and youth workforce development program staff (coordinators, case managers and others). It is part of the New York City Youth and Young Adult Work-Based Learning Toolkit, which provides quality approaches and strategies to create high-quality, safe and legal Work-Based Learning experiences for New York City’s youth and young adults.

Workplace Challenge OverviewA Workplace Challenge is a Career Preparation activity where small groups of youth and young adults (four to six per team) are engaged in solving a problem or a challenge issued by a company or organization in consultation with a youth workforce development program instructor. The structure of the challenge is based upon effective project-based learning approaches, enhanced by a focus on the targeted Career Pathway and an authentic problem or issue faced by an employer or organization partner. The youth and young adults are engaged in career-focused, project-based learning and work as a team over time to identify possible solutions. They then create and deliver a presentation on their solution to the employer or organization.

Developing the ChallengeThe challenge or problem is initially identified by the employer or organization collaborating with a youth program representative (usually a trainer or instructor). Typically, the employer or organization will present a number of possible problems or issues that might constitute the challenge and work with a youth program instructor who helps select and develop a challenge that is a good fit with the current focus in the classroom. Selection will also reflect the interests of participating youth and young adults and the availability of resources to support addressing the challenge.



The Workplace Challenge ProcessThe challenge itself is most effective if delivered by an employer or organization staff member (ideally at the workplace) to a group of youth and young adults who are familiar with the industry and ideally the particular employer or organization, through exposures in the classroom or the workplace. Youth and young adults then work together over six to eight weeks to address the challenge in the classroom, supported by teachers and in some cases the employer or organization (one or two formal touch points between the youth or young adult and a designated representative of the employer or organization sometimes take place). At the completion of the challenge, team members provide a presentation on their solution to the employer or organization or a group of employees (again ideally at the worksite), engage in dialogue and receive feedback on their approach. While bookending the challenge with visits to the company or organization’s workplace is desirable, care should be taken to minimize the impact on small- to medium-sized businesses and organizations.

Workplace Challenge EnhancementsWorkplace Challenges are powerful experiences for youth and young adults, program staff and employer and organization partners. Within the basic framework of the challenge, youth workforce development organizations and their partners are encouraged to be creative in designing challenges that include activities and approaches to enhance the value of the experience, and integrate challenges into the curriculum or training design of the Career Pathway program overall.

Some enhancements to consider include the following:

• Have several teams of youth and young adults address the same challenge and reward the most innovative solutions through a competition—with the employer or organization or a team of employers and organizations serving as the judge(s).

• After the presentation of the solution and critique by the employer or organization partner, have

the team(s) revisit their approach, define a new solution and present it to the employer or organization partner(s).

• Sequence a series of challenges for the same team of youth and young adults so that the experiences build on one another.

• Model aspects of the challenge after reality TV shows such as “Shark Tank” (with the youth and young adults pitching their solutions to a group of employers/organizations).

• Have the challenge flow into an Internship for successful youth and young adults.

• If the time and intensity of the Workplace Challenge described here is difficult to apply in your program model, consider a “Workplace Challenge Lite.” Maintain the key components of the challenge, (employer or organization issues a real-world challenge, youth and young adults work together to define a solution and present to the employer or organization) but identify a simpler problem with the employer or organization that a small group of youth and young adults might define over a single two- or three-hour session.

Benefits for Youth and Young Adults Workplace Challenges are designed to promote:

• The opportunity to develop, practice and demonstrate new skills, including the following:

— Identified academic, technical and occupational skills.

— Problem solving and research skills.— Presentation skills.— Teamwork skills.

• The opportunity to explore and practice in a field of interest.

• Exposure to jobs, careers and working adult.

• The opportunity to enhance the relevance of academic instruction through the application of applied knowledge.



The Importance of Structured ActivityEffective Workplace Challenges include structured activity before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences that result in enriched youth and young adult learning. Proper planning and preparation, attention to legal and safety details, maximization of learning potential, and communication and support for the youth or young adult and employer or organization will help ensure success.

Sustaining and growing Internships and all other Work-Based Learning types depend upon developing and maintaining positive relationships with the employers and organizations that are providing opportunities to the youth and young adults being served. These employers and organizations should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

Workplace Challenge Support MaterialsTip sheets and checklists for program coordinators/case managers, employer or organization partners, and youth and young adults are provided in this toolkit to help design, structure and support Workplace Challenges to maximize learning. Each tip sheet supplements the Work-Based Learning essential elements described in section three of this toolkit, and provides a set of success factors and lists of activities or tasks to perform before, during and after the experience. A fact sheet for prospective employers is also provided. Note: These tools and materials are available in Word format to allow for programs to brand appropriately and include contact information.

TIP SHEETS AND FACT SHEETSCoordinator Tip Sheet: Workplace Challenge Success FactorsA checklist and tip sheet for New York City youth program coordinators, case managers and program staff

Youth/Young Adult Tip Sheet: Workplace Challenge Success Factors:Coming Next EditionTips for youth and young adults participating in the challenge

Challenge Host Tip Sheet: Workplace Challenge Success FactorsTips for participating Workplace Challenge hosts

Employer Fact Sheet: Workplace ChallengeA fact sheet for employers that describes what’s involved in a company sponsoring a Workplace Challenge

A collection of support materials, tools and forms



COORDINATOR TIP SHEETWorkplace Challenge: Success Factors A tip sheet for coordinators and case managersWhen developing and implementing Workplace Challenges at your youth workforce development organization or school, keep the following success factors in mind.

BEFORE THE CHALLENGE❑ Develop an effective employer or organization engagement strategy.

› Define the Return on Investment (ROI) for employers and organizations.› Use the Employer Fact Sheet to explain the benefits of the challenge to prospective employers.

❑ Develop a project plan for the Workplace Challenge.› Design and develop the challenge with the employer or organization, making sure that the challenge is one the

youth and young adults can potentially address and teachers, instructors and program staff can support. › Encourage the Workplace Challenge host to develop a real-world problem or issue—one that the industry is

facing today. Make it real.› Ensure that the challenge and its solution are tied in some way to the training curriculum, and that

appropriate resources are in place to support the challenge.› Identify a process to recruit interested and qualified youth and young adults. Create small teams of four to

six youth and young adults to work together on addressing the challenge.› Develop a timeline for the challenge. Include when and where the challenge will be issued, time slots set

aside in the regular program schedule for youth and young adults to address the challenge, scheduled “touch” points with the challenge host, and when, where and with whom the solution presentation will take place.

› Define desired project outcomes.❑ Apply the Work-Based Learning essential elements.

› Address the elements in the design of your Workplace Challenge.› Check in with the elements periodically to ensure that all ten are being addressed in implementation of the

challenge.❑ Address logistics.

› If the challenge involves visiting the workplace, distribute and collect appropriate forms.› Schedule a time for the challenge host to issue/explain the challenge, ideally at the worksite. › Address any additional logistical issues such as transportation, safety gear or access to equipment and tools.› Identify who will serve as the point of contact at your program and with the challenge host.› Coordinate, facilitate and implement orientation activities for youth and young adults and challenge host(s).› Determine the Workplace Challenge host’s preferred form and frequency of contact.› Identify the level of engagement the challenge host would prefer during the challenge.› Define an ongoing communication strategy and feedback protocols for the experience.



❑ Develop learning objectives.› Meet with youth and young adults, case managers and instructors to help develop specific learning

objectives.› Share the expected outcomes with the challenge host.› Consider identifying the three primary outcomes of the challenge.

❑ Support youth and young adult learning.› Schedule regular time for the youth and young adults to work on the challenge.› Provide orientation and professional development for teachers, instructors, case managers and program

staff.› Organize and make available the resources needed to support youth and young adults as they address the

challenge.

DURING THE CHALLENGE❑ Observe and meet with youth and young adults as they address the challenge and monitor their progress.❑ Coordinate faculty involvement with the challenge.

› Identify and support roles for teaching and guidance faculty.› Ensure they are engaged in the challenge and interacting with the employer or organization as appropriate.

❑ Provide ongoing support and Workplace Challenge hosts. › Update and adapt the Challenge Host Tip Sheet and share/review with the challenge host.› Provide a single point of contact for the challenge.

❑ Help challenge hosts understand and support the Career Pathways approach› Share the Professional Skills Fact Sheet with the Workplace Challenge hosts.› Share the current focus of classroom training activities and how the challenge supports key concepts being

taught.❑ Maintain ongoing communication with and/or provide periodic reports to the employer or organization. It is

important that requests for clarification or additional information be coordinated through a single point of contact at the youth organization and at the workplace.

❑ Help ensure that challenge activities are authentic and engaging, and provide opportunities to learn about a range of topics related to the industry or organization.

❑ Provide opportunities for youth and young adults to reflect on the challenge while it is in process.❑ Support the challenge host in preparing to receive the presentation on the solution(s) to the challenge.



AFTER THE CHALLENGE❑ Generate publicity about the challenge.

› Send a press release about the challenge to local newspapers and television stations.❑ Have youth and young adults write thank-you letters to the challenge hosts.❑ Reflect on the experience.

› Conduct an assessment of youth and young adult learning outcomes. Have them reflect on what they’ve learned, and identify what else they would like to learn.

› Provide classroom experiences that help youth and young adults make the connection between this Workplace Challenge and their next steps.

› Provide avenues for feedback on the effectiveness of the challenge. (Set a time to meet with the challenge host to debrief the experience and identify improvements going forward.)

❑ Document youth and young adult learning and record the experience.❑ Identify a next step with the employer or organization.❑ Archive information and materials related to the challenge for future use (and to be shared with other New York

City program providers).



YOUTH AND YOUNG ADULT TIP SHEETWorkplace Challenge: Success Factors A tip sheet for youth and young adults A Workplace Challenge is a unique way of getting involved in helping solve a problem that would happen in a real-world professional setting. This is an opportunity for you to be innovative and creative with a group of classmates. When you finish your project, you’ll deliver a presentation to the employer or organization showing them how you solved their problem!

TAKE ACTIONParticipating in a Workplace Challenge can be difficult if you’re not prepared. Below is a checklist of what you can expect to learn. Read through the list and check off what interests you and the goals that are most important to you. Your interests don’t have to be prioritized. If you would like to learn something that’s not listed here, just add it.

WHAT YOU SHOULD EXPECT TO LEARN • There are multiple ways to solve a problem or

address an issue. • Professionals run into roadblocks all of the time.• The skills it takes to work in a team of diverse

individuals. • The types of professionals who would work

together to solve this kind of challenge.• How innovative and creative you are.

BEFORE THE WORKPLACE CHALLENGE STARTS❑ Participate in pre-Workplace Challenge opportunities

in your class. ❑ Research the company or organization that is

presenting the Workplace Challenge.❑ Write down at least four questions you would like

answered about the challenge. You might ask what resources are available, for instance, or how to get more information.

❑ Know who your teammates are for this experience.

DURING THE WORKPLACE CHALLENGE ❑ Pay attention to the challenge that’s being presented

and take notes so you can think about it.❑ Be engaged. You want to get as much information as

possible. ❑ Keep in constant communication and meet regularly

with your teammates so that you can all brainstorm together.

❑ Figure out how you’ll solve the Workplace Challenge. ❑ Present your solution to the person/company/

organization that issued the challenge.

AFTER THE WORKPLACE CHALLENGE❑ Reflect on your experience and participate in self-

evaluation activities. (Would you have done anything differently?)

❑ Share with others what you enjoyed about the experience.

❑ Give feedback on the Workplace Challenge. What did you enjoy most or least about it?

❑ Complete any required paperwork that includes rating your teammates and yourself on your performance.

❑ At the end of the Workplace Challenge, send a thank-you letter to the people who presented it, letting them know you appreciated them taking the time to share an experience with you.



CHALLENGE HOST TIP SHEETWorkplace Challenge: Success Factors A tip sheet for participating Workplace Challenge hosts

WHAT IS A WORKPLACE CHALLENGE?A Workplace Challenge is a Career Preparation activity where small groups of youth and young adults (four to six per team) are engaged in solving a problem or a challenge issued by an employer or organization partner in consultation with a New York City youth development organization instructor or classroom teacher.

HOW IS IT STRUCTURED? As a Workplace Challenge host, the employer or organization partner presents an authentic problem or issue faced by the host company/organization or industry. Response to the challenge is based upon effective project-based learning approaches, enhanced by a focus on the targeted Career Pathway and the real-world problem presented. Youth and young adults are engaged in career-focused, project-based learning and work as a team over time to identify possible solutions. They then create and deliver a presentation on their solution to the employer or organization.

WHAT’S MY COMMITMENT?As a Workplace Challenge host, you (and any team members working on the challenge with you) will be asked to:

• Identify a few issues or problems your company/organization or industry is facing that might be a good focus for a team of youth and young adults to work on together. Keep in mind that authentic issues work much better than hypotheticals.

• Work with a youth program instructor or teacher who will help you select and develop a challenge that is a good fit with the current focus in the classroom, youth and young adult interests and available resources.

• Present the challenge to the participating youth and young adults. Workplace Challenges work best when the challenge is issued at the workplace, where youth and young adults can actually “see” the problem.

• Touch base with the youth program instructor or classroom teacher during the challenge period of six to eight weeks to answer any questions or clarify anything. You may also want to set up a time to visit the program and observe and engage with the youth and young adults during the process.

• Arrange for you and others at your company/organization to view the solution presentation provided by the youth and young adults and provide feedback. Again, this works best if conducted at the workplace.

• Participate in an evaluation and assessment of the youth and young adults’ performance and the Workplace Challenge itself.



HOW CAN I MAKE IT A GOOD EXPERIENCE FOR THE YOUTH AND YOUNG ADULTS?• Make sure you are asking the youth and young adults to address a real issue or problem. • Consider providing a Workplace Tour prior to the challenge to acquaint youth and young adults and

teachers with your company or organization. (Your partner youth organization coordinator can help set this up.)

• Make the presentation of the challenge engaging. Use multiple forms of media. Use props. Engage the youth and young adults in a dialogue to discover the issue and its impacts. Let them know why developing a viable solution is important to you, your company or organization and your industry.

• Check in with your youth program contact regularly to respond to requests for information or to clarify something. Consider scheduling a time to visit the program during the challenge.

• Make the presentation of the solution a formal event. Whether structured as a pitch in the boardroom or a visit to the “Shark Tank,” it’s important that you and others you have gathered to hear the solution take the presentation seriously.

• Provide honest and productive feedback on the solution to the youth and young adults.

WHY IS THIS IMPORTANT FOR YOUNG AND YOUNG ADULTS?• Research shows effective project-based learning activities like those conducted in a Workplace Challenge

help youth and young adults learn new concepts more easily and engage more deeply.• A Workplace Challenge offers the opportunity to develop, practice and demonstrate many of the academic,

technical and professional skills needed for success in the workplace.• It allows youth and young adults to experience what it might be like to work and practice in a field of interest.• It enhances the relevance of classroom instruction through the application of applied knowledge to a real-

world problem or issue.

WHAT WILL I GET OUT OF IT?• Your company or organization may offer incentives for volunteering to be a Workplace Challenge host.• You will learn how to interact with the next generation—some of whom you may be working with and/or

supervising soon.• You and your team members at work will gain a fresh perspective on an issue or problem.• You may even uncover a viable solution.

WHAT IF I HAVE A QUESTION, A CONCERN, OR NEED SOME HELP?Your New York City youth program coordinator is there to help you with any question or concern, no matter how great or small.

GO DEEPER• Actually put the solution, or elements of the solution, into practice.• Have one or more of the youth and young adults shadow you at work for a day.• Arrange an Internship at your company or organization for one of the youth and young adults on the solution

team. Check in regularly around their progress.


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EMPLOYER FACT SHEETWorkplace Challenge: Success Factors A fact sheet for employersA Workplace Challenge is a Career Preparation activity where small groups of youth and young adults (four to six per team) are engaged in solving a problem or a challenge issued by a partner employer in consultation with a youth development program instructor or classroom teacher. The structure of the challenge is based upon effective project-based learning approaches, enhanced by a focus on the targeted Career Pathway and an authentic problem or issue faced by an employer partner. The youth and young adults are engaged in career-focused, project-based learning and work as a team over time to identify possible solutions. They then create and deliver a presentation on their solution to the employer.

Why are Workplace Challenges important?

• Research shows effective project-based learning activities like those conducted in a Workplace Challenge help youth and young adults learn new concepts more easily and engage more deeply.

• Offers the opportunity to develop, practice and demonstrate many of the academic, technical and professional skills needed for success in the workplace.

• Allows youth and young adults to experience what it might be like to work and practice in a field of interest.

• Enhances the relevance of classroom instruction through the application of applied knowledge to a real-world problem or issue.


• Exposes potential future workers to what it might be like to work in your industry.

• Promotes an understanding of the role and contributions of your business in the local economy, and some of the issues or problems you are facing.



• Provides a fresh perspective (and perhaps viable solution) to a problem or issue your company is facing.

• Provides the opportunity for good public relations and boosts workforce morale.

What do I need to do next?• Contact your partner youth organization program

coordinator.• Arrange for a presentation to employees who

might be interested in being a challenge host.• Consider any impacts on company policy.

Resources• Distribute the Challenge Host Tip Sheet:

Workplace Challenge to employees who might be interested in representing your company as a challenge host.

• Review Employer Participation Options: Career Pathways and your Company to learn more about how to get the most out of your partnership with New York City’s youth development organizations.

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORKPLACE CHALLENGE GUIDE


Grade/Program Levels: AllEmployer/Youth or Young Adult Ratio: 1-2 employer partners to 4-6 youth and young adults.Duration: 6-8 weeksFrequency: Face-to-face sessions at the beginning and end of the challenge, with periodic check-ins.Location: Ideally in the workplace at both the beginning and end of the activity, with youth and young adult teams working on the challenge conducted at the youth organization or school.Costs: Staff timeSpecial Considerations: Comply with organization policies. Address any safety issues at the workplace.

71 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT CAREER MENTORING GUIDE

Career Mentoring Guide

Introduction This guide is designed to help guide and support Career Mentoring activities that work for youth and young adults, participating employers and organizations, and youth workforce development program staff (coordinators, case managers and others). It is part of the New York City Youth and Young Adult Work-Based Learning Toolkit, which provides quality approaches and strategies to create high-quality, safe and legal Work-Based Learning experiences for New York City’s youth and young adults.

Career Mentoring OverviewCareer Mentoring is a Career Exploration activity in which a youth or young adult is matched one-on-one or in small groups with an adult professional to explore potential careers and related educational issues. Different than the deep, personal relationship developed though mentoring programs such as Big Brother, Big Sister, the Career Mentor serves as a career resource for his or her mentee by sharing insights and providing guidance about the workplace, careers and education. This is accomplished through formal and informal meetings organized at the youth program, in the workplace or online, but never in an unsupervised environment or the home. The Career Mentor provides comments on the mentee’s work, and problem-solves and collaborates with them on activities in consultation with the sponsoring youth workforce development program. The development of a trusting relationship between the youth or young adult and the mentor is the key to a successful experience. Career Mentoring is a critical component of the range of authentic Work-Based Learning experiences provided through a comprehensive Career Pathways approach.



While Career Mentoring may take a variety of forms, there are common characteristics or core design principles around which Career Mentoring programs are organized. Career Mentors and their mentees:

• Make a long-term commitment to each other (generally at least a year)

• Focus on building trust and respect with each other

• Set clear and reasonable expectations for themselves and their mentoring partner

• Meet or communicate with enough regularity to develop a strong relationship

Career Mentoring evolves in its frequency, form, and content over the Career Pathway experience.

What is a Career Mentor?A Career Mentor is:

• A role model• A guide• A coach• An advisor• Experienced• Reliable• Approachable• Relatable • Invested in outcomes• An additional resource

A Career Mentor is not:• Any employer or organization partner a young

person happens to interact with • A teacher or instructor• A worksite supervisor or Internship sponsor

(Note: a mentor/mentee relationship may evolve during or after the Internship or Work Experience is completed)

• A counselor or case manager• Paid to be there

“My Career Mentor gives me someone else I can turn to when I have questions, need some advice about career opportunities, or just need to talk about my future.”

Career Mentoring is an important activity that can support and augment both classroom training and workplace activities. It can help youth and young adults make the connection between classroom training and the real world. It connects young people with an adult who can provide ongoing support and guidance about career possibilities, help them understand the importance of learning in the classroom, explore their options and provide a way for them to practice professional communication skills. Youth and young adults are often more persistent and motivated as a result of their relationship with their Career Mentor. Youth workforce development programs may apply one or more of a variety of different models in their Career Mentoring program. By applying a combination of models and adjusting the balance between them, a range of opportunities can be provided for youth and young adults. Mentors have options to choose from based on the time they have to commit. Some of the different models include:

• Traditional mentoring (one adult to one youth or young adult)

• Small group mentoring (one adult to as many as four youth and young adults)

• Team mentoring (several adults working with small groups of youth and young adults, in which the adult-to-youth-and-young-adult ratio is not greater than 1:4)

• Large group mentoring (one or two adults to seven to ten youth and young adults)

• Peer mentoring (older youth and young adults mentoring others)

• E-mentoring (mentoring via email and the Internet combined with another model from the list above)

In addition to providing general career advice and context, Career Mentors support classroom training



activities by commenting on their mentee’s work, helping complete an assignment, providing feedback on projects or presentations, directly engaging in a particular activity or exercise or helping them reflect on the connection between occupational learning and professional skills.

Career Mentoring provides a simple way to get a number of employer or organization partners initially involved with Career Pathway initiatives at a low, hard-dollar cost and provides a simple way for employers and organizations to begin the “long interview” process. It also helps develop the mentor’s skills in working with young employees.

Career Mentoring experiences are designed to promote: • Exploration of a field of interest • Youth and young adult exposure to jobs, careers

and working adult role models • The ability to practice communication skills• The development of professional skills • Self-esteem, self-worth, confidence, and flexibility• The building of occupational knowledge • Positive life outcomes for youth and young adults • Opportunities to build a relationship with a caring

and knowledgeable adult

The Importance of Structured ActivityEffective Career Mentoring programs include structured activity before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences that result in enriched youth and young adult learning. Proper planning and preparation, attention to legal and safety details, maximization of learning potential, and communication and support for the youth or young adult and participating employers or organizations will help ensure success.

Sustaining and growing Career Mentoring programs and all other Work-Based Learning types depend upon developing and maintaining positive relationships with the employers and organizations that are providing opportunities to the youth and young adults being served. These employers and organizations should be treated as valued customers and partners with frequent check-ins to address participation needs as they arise.

Career Mentoring Support MaterialsTip sheets and checklists for program coordinators/case managers, employer and organization partners, and youth and young adults are provided in this toolkit to help design, structure and support Career Mentoring experiences to maximize learning. Each tip sheet supplements the Work-Based Learning essential elements described in section three of this toolkit, and provides a set of success factors and lists of activities or tasks to perform before, during or after the experience. A fact sheet for prospective host employers is also provided. Note: These tools and materials are available in Word format to allow for programs to brand appropriately and include contact information.

TIP SHEETS AND FACT SHEETSCoordinator Tip Sheet: Career Mentoring Success FactorsA tip sheet for coordinators and case managers

Youth/Young Adult Tip Sheet: Career Mentoring Success FactorsA tip sheet to help youth and young adults get the most out of the Career Mentoring experience

Mentor Tip Sheet: Career Mentoring Success FactorsTips for participating mentors

• What’s my role as a mentor? • How do I get matched up? • What should I talk about?• How does this work?

Employer Fact Sheet: Career MentoringWhat’s involved in my company providing Career Mentors?



COORDINATOR TIP SHEETCareer Mentoring: Success Factors A tip sheet for coordinators and case managersWhen designing and implementing your Career Mentoring program, keep the following success factors in mind.

❑ Apply the Work-Based learning essential elements › Address the elements in the design of your

Career Mentoring program.› Check in with the elements periodically to

ensure that all ten are being addressed in the implementation of the program.

❑ Select the appropriate Career Mentoring model.› Career Mentoring should focus on career

exploration, training, and related education. › Career Mentoring should take place at your

organization, the workplace, online, or at an approved outing.

› Career Mentoring evolves and may look differently over time.

❑ Assess, select and prepare Career Mentors.› Conduct an assessment of potential mentors and

select and support those who are a good fit with the youth and young adults in your program. Find other ways for those not selected to be involved.

› Conduct any required background checks and apply the same standards as those used with volunteers to Career Mentors.

› Provide an orientation and training to the Career Mentors, including clarifying that there is to be no face-to-face activity outside of supervised activities. Remind mentors to keep equity issues in mind, ensuring that one mentee isn’t offered many perks while another receives few.

› Verify mentor commitments.› Make sure they know who to contact at the

agency if they have concerns or questions about their mentee.

❑ Define how much face-to-face time is desirable.› Early on in the experience, the more the better.

The first few times, face-to-face connection is important before other forms of meetings and interactions start to happen.

❑ Balance events with activities.› Explore flexible ways to engage mentors and

provide opportunities for youth and young adults to connect—not just through high-stakes, intensive events.

❑ Explore alternative forms of connecting.› Try Skype, email and other social media.

❑ Address key legal, safety and health issues.› Follow applicable policies.› Establish a clear set of boundaries for the Career

Mentoring experience and ensure that both mentors and mentees understand them.

› Help employers and organizations comply with all rules and regulations related to interacting with youth and young adults through community-based programs.

› Make it clear to both youth and young adults and employers and organizations that there are to be no face-to-face connections outside of arranged activities.

› Set/follow policies guiding online and social media interactions.

❑ Encourage mentor choice and matching.› When possible, allow the mentor and mentee to

interview and select each other. › Match youth and young adults with potential

career mentors based on career interest, gender, and personality—when possible matching with someone the youth or young adult can relate to.


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NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT CAREER MENTORING GUIDE

— Sample Activity: Have youth and young adults prepare and distribute bios to potential mentors.

› Provide multiple connections and exposures before choice.— Sample Activity: After a few exposures, have

youth and young adults pick their top three career mentor choices.

› Create/identify potential matches out of other program activities.

❑ Support the Career Mentoring experience.› Develop clear, written policies and procedures for

all parties.› Tailor the Career Mentoring Guide to your

program.› Have the youth/young adult and the career

mentor set and communicate expectations that are assessed on a regular basis.

› Provide ongoing support and training for career mentors. — Update and adapt the Career Mentoring

Mentor Tip Sheet and share/review with your mentoring volunteers.

— Provide a single point of contact for all mentors (designate a mentor coordinator at agency).

— Support mentors to help them tell their story of the pathway/journey to their present position.

— Support mentors to help youth and young adults build their personal traits.

— Help mentors understand issues of confidentiality and their responsibilities.

› Provide ongoing support for youth and young adults.— Encourage youth and young adults to share

interests and ideas with their career mentor.— Suggest that youth and young adults invite

their mentor to school events/activities.— Create assignments for youth and young

adults to share with their career mentor.— Have youth and young adults share current

study topics with their career mentor.

❑ Develop an effective employer and organization engagement strategy.

› Define the Return on Investment (ROI) for employers and organizations.

› When possible, get top-down support in the company and organization.

› Bring in four to five people from a single company and organization to spend time with small groups of youth and young adults.

› Explore connecting Industry Advisors and Board Members as career mentors.

› Use employers and organizations to recruit other employers and organizations.

› Cast a wider net than your current industry partners. Identify potential mentors that your youth and young adults would want to connect with and learn from.

❑ Help career mentors understand and support the New York City Youth and Young Adult Work-Based Learning approach.

› Share the New York City Youth and Young Adult Professional Skills Fact Sheet with the career mentor.

› Share the current focus of classroom training activities on a regular basis.

› Encourage career mentors to talk about the Professional Skills with their mentee, and support and connect to what’s going on in the classroom.



YOUTH AND YOUNG ADULT TIP SHEETCareer Mentoring: Success Factors A tip sheet for youth and young adults Career Mentoring is a great way for you to get one-on-one support from a professional in a field that you might be interested in exploring. Use this as an opportunity to explore any potential careers or discuss any educational issues that interest you.

TAKE ACTIONCareer Mentors and mentees make a long-term commitment to each other (generally, at least a year). It requires a lot of communication between you and the professional with whom you’re paired and a willingness to invest time in each other. Below is a checklist of what you can expect to get out of the Career Mentoring experience. Read through the list and check off what interests you and the goals that are most important to you. If you would like to learn something that’s not listed here, just add it!

WHAT YOU SHOULD EXPECT TO LEARN • How different professional fields connect to what

you are learning.• What people do as professionals.• What skills it takes to get the position your Career

Mentor has.• What schooling or training you need for this

specific profession.

BEFORE THE CAREER MENTORING STARTS❑ Fill out and turn in any required forms. ❑ Participate in pre-Career-Mentoring opportunities in

your class. ❑ Meet with an instructor or coordinator/case manager

about what you want to get out of your Career Mentorship (e.g. communication skills). These are your learning objectives.

❑ Write at least four questions that address what you would like to know about the mentor and his/her job.

❑ Double check you have the mentor’s correct contact information.

❑ If the Career Mentorship requires traveling, make sure you have transportation arranged.

DURING THE CAREER MENTORING EXPERIENCE ❑ Dress appropriately and arrive on time, every time.❑ Pay attention to what your mentor shares with you

about the job and profession. ❑ When you hear something that interests you, ask if

it’s okay to take notes.❑ Be engaged. Your Career Mentor is sharing good

knowledge with you. ❑ Work toward your learning objectives.

AFTER CAREER MENTORING❑ Reflect on your experience and participate in self-

evaluation activities.❑ Share with others what you enjoyed about the

experience. ❑ Give feedback about the mentoring experience. If

you feel it wasn’t a good match, let your instructor or coordinator/case manager know so they can help connect you to someone else.

❑ Ask your Career Mentor if you can use them as a reference.

❑ At the end of the Career Mentoring experience, send a thank-you letter to the mentor for taking the time to connect with you.



MENTOR TIP SHEETCareer Mentoring: Success Factors A tip sheet for participating mentorsNote: This Mentor Tip Sheet is a template, intended for youth organizations or schools to customize and adapt to support their mentoring program. Once adapted, this tip sheet can be used to support individual Career Mentors.

WHAT IS CAREER MENTORING?Career Mentoring is a Career Exploration activity in which the youth or young adult is matched one-on-one or in small groups with an adult professional to explore potential careers and related educational issues. The career mentor serves as a resource for the youth or young adult by sharing insights and providing guidance about the workplace, careers and education through formal and informal meetings organized at the school, in the workplace or online.

HOW IS IT STRUCTURED? Youth Organization or school completes this section Type: [enter type] (one-on-one, group etc.) .............................................................................................................

................................................................................................................................................................................

Matching Process: [Briefly describe] ........................................................................................................................

................................................................................................................................................................................

Initial Activity: [Briefly describe] ................................................................................................................................

................................................................................................................................................................................

Organized Activities: [Briefly describe] .....................................................................................................................

................................................................................................................................................................................

Informal Activities: [Briefly describe] .........................................................................................................................

................................................................................................................................................................................

Schedule: [Briefly describe] .....................................................................................................................................

................................................................................................................................................................................

Support: [List schedule for the year and provide coordinator contact information] ..................................................

................................................................................................................................................................................

WHAT’S MY COMMITMENT?• Meet or communicate regularly with your mentee. Some activities will be organized by your partner youth

organization’s mentor coordinator and some contact will be generated by your mentee or yourself via email or telephone.

• Follow all school and company or organization rules regarding Career Mentoring. This includes complying with organization policies related to volunteers, boundary and equity issues, and ensuring that there is no



face-to-face connection outside of supervised and approved activities. (Your partner youth organization’s mentor coordinator will provide a thorough orientation and help you with this area.)

• Career mentors are asked to make a commitment to stay engaged for a minimum of one year and hopefully will continue through to the mentee’s completion or graduation from their training program.

HOW CAN I MAKE IT A GOOD EXPERIENCE FOR MY MENTEE?

• Make it real. It’s all about the relationship you are able to develop with your mentee.• Hear what your mentee is really saying. Pay attention and show that you are listening.• Help your mentee focus on learning about and practicing professional skills.• Review the information on what your mentee is

working on in their program, and ask questions about what they are learning. Provide feedback on their work.

• Actively participate in activities and group projects arranged by the youth organization or school.• Be consistent.

WHY IS THIS IMPORTANT FOR THE YOUTH OR YOUNG ADULT I’LL BE MENTORING?

• Research shows that career mentors help youth and young adults stay enrolled in their training program or school, stay focused on their career options and pursue their goals.

• A career mentor lets a young person know that someone cares, that they matter and can have a bright future.

• A career mentor can help a young person see the connection between what they learn in the classroom and the real world.

• A career mentor can help their mentee better communicate with and relate to adults.

WHAT WILL I GET OUT OF IT?• Serving as a career mentor can be a personally

satisfying experience.• Your company or organization may offer

incentives for volunteering to be a career mentor.

• You will learn how to interact with the next generation—some of whom you may be working with and/or supervising soon.

• You will meet other mentors and leaders in your community who will enhance your personal and professional network.

• It’s fulfilling and fun!

WHAT IF I HAVE A QUESTION, A CONCERN OR NEED SOME HELP?Your partner youth organization’s mentor coordinator is there to help you with any question, no matter how great or small. If you have any concerns about your mentee, bring them to the coordinator’s attention immediately. Let them know about any positive developments as well.

WHAT IF I CAN NO LONGER BE INVOLVED?• Provide as much notice as possible to the mentor

coordinator and the youth or young adult.• Try and recruit someone else to step into the

career mentoring role.• Make sure your mentee knows why you need

to stop (a new position, new responsibilities, relocation, or some other reason) and assure your mentee that the reason you need to stop has nothing to do with them.

GO DEEPER• Consider having your mentee shadow you at

work for a day.• Arrange an Internship at your company or

organization for your mentee. Check in regularly around their progress.

To learn more or to get support, contact your partner youth organization’s mentor coordinator.

Contact Information:

.......................................................................................

.......................................................................................

.......................................................................................

.......................................................................................


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EMPLOYER FACT SHEETCareer Mentoring: Success Factors A fact sheet for employersCareer Mentoring is a Career Exploration activity in which a youth or young adult is matched one-on-one or in small groups with an adult professional to explore potential careers and related educational issues.Career Mentors serve as a resource for New York City’s youth/young adults by sharing insights and providing guidance about the workplace, careers and education through formal and informal meetings organized at the youth organization, in the workplace or online.

Why is Career Mentoring important for youth and young adults?

• Research shows that career mentors help youth and young adults stay enrolled in their training program or school, stay focused on their career options and pursue their goals.

• A career mentor lets a young person know that someone cares, that they matter and can have a bright future.

• A career mentor can help a young person see the connection between what they learn in the classroom and the real world.

• A career mentor can help a mentee better communicate with and relate to adults.


• Exposes potential future workers to job opportunities and careers with your company.

• Exposes youth and young adults to the skill needs, educational requirements and career opportunities in your industry.

• Promotes an understanding of the role and contributions of your business in the local economy.



• Provides a way to introduce and engage multiple employees with your commitment to NYC youth and young adults and connect your company with the community.

What do I need to do next?• Contact your partner youth organization’s career

mentor coordinator.• Arrange for a presentation to your employees.• Consider any impacts on company policy.

Resources• Distribute the Mentor Tip Sheet: Career Mentoring

to interested employees.• Review the Professional Skills fact sheet.• Review Employer Participation Options: Career

Pathways and your Company to learn more about how to get the most out of your partnership with New York City’s youth development organizations.

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT CAREER MENTORING GUIDE


Program Level: Begins early in the program and continues through completion.Employer/Youth or Young Adult Ratio: Typically 1 to 1Duration: Minimum one-year commitmentFrequency: Initially monthly (varies over time)Location: VariesCosts: Staff timeSpecial Considerations: Comply with all organizational policies related to adult volunteers. and mentoring.

80 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK-BASED LEARNING PLAN AND EVALUATION TOOL

Work-Based Learning Plan and Evaluation Tool

New York City’s youth workforce development programs have developed a Work-Based Learning planning and assessment tool for use in Career Pathway Work Experiences, Internships and other appropriate Work-Based Learning.


81 NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK-BASED LEARNING PLAN AND EVALUATION TOOL


The tool has four components:

1. Data SheetThe who, what, where and when of the experience. Includes youth/young adult information, employer or organization sponsor information, experience description and details, program information, youth agency coordinator contact information, and other details. Data Sheet is complete once the experience has been defined and an employer or organization/youth and young adult match made.

2. Academic Enrichment and Career Development Learning OutcomesA set of key learning outcomes centered on academics, career development and personal growth. Developed with the coordinator/case manager and shared with the worksite supervisor. Assessed by the coordinator/case manager with the student. (See the information sheet following the assessment for sample learning outcomes and instructions.)

3. Assessment of the Work-Readiness Professional SkillsAn assessment of the work-readiness and job-specific skills demonstrated through the experience. Assessed by the worksite supervisor at the midpoint and at completion of the experience.

Work-Readiness Professional SkillsPERSONAL TRAITS • Integrity/Ethics• Dependability • Persistence/Maturity• ResponsivenessGROUP EXPERIENCE• Negotiation • Teamwork • Diversity• CommunicationPROBLEM SOLVING • Applied Knowledge• Flexibility • Preparation and Planning• Continuous Improvement

4. Career/Occupational Skills A set of key additional skill-development learning objectives centered on expanding career knowledge and occupational skills development specific to the experience. Developed with the youth or young adult, worksite supervisor and coordinator at the beginning of the experience. Assessed by the worksite supervisor.

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New York City WBL Toolkit WBL Plan and Evaluation ID #

This document is part of the NYC Youth and Young Adult Work-Based Learning Toolkit. It was created by New Ways to Work, Inc. and adapted from materials developed for NYS P-TECH and Earn & Learn East Bay.

All rights reserved. ã 2016.

WBL Plan and Evaluation Data Sheet

This Work-Based Learning plan and evaluation combines the identification of skill development learning objectives, academic enhancements and personal development goals with an assessment of the youth or young adult's work-readiness skills demonstrated through the experience. The assessment gauges progress towards readiness for a successful transition into the world of work. It reflects important skills, attitudes, and values that are essential for success in the workplace.

Enter information about the participating youth or young adult, the referring coordinator/case manager, the worksite supervisor, and details about the Work-Based Learning experience.

Youth or Young Adult

First Name Last Name Age SSN

Phone Email

Youth Organization Career Pathway

______________________________

Email Contact_______________________Phone

Coordinator/Case Manager

First Name Last Name Title

Organization ___________________________________________

Address City, State ZIP

Phone Email

Worksite Supervisor

First Name Last Name Title

Organization/Company Industry Sector

Address City State ZIP

Phone Email Preferred form of contact

Job/Internship Type

Title Schedule

Start Date End Date Compensation

Duties

Comments/Notes

__________________

NEW YORK CITY YOUTH AND YOUNG ADULT WORK-BASED LEARNING TOOLKIT WORK-BASED LEARNING PLAN AND EVALUATION TOOL

83

New York City WBL Toolkit WBL Plan and Evaluation ID #



Youth/Young Adult Learning Outcomes

Name: Date(s) Established Date(s) Evaluated

Develop youth or young adult learning outcomes that are specific to the particular job or Internship. Work together to identify reasonable and measurable learning objectives based on academic enrichment or career development potential through the job or Internship, as well as personal development objectives tied to youth development principles.

Academic Enrichment and Career Development Student Learning Outcomes These objectives are related to workplace opportunities that enhance academic learning as well as the youth or young adult's career interests. The youth, worksite supervisor, and coordinator/case manager determine what learning opportunities are available and appropriate and set learning objectives together.

Learning Outcomes Date Established Date Met

Comments

Personal/Youth Development Learning Objectives These objectives are related to workplace or program opportunities to address personal and youth development learning objectives. The youth, worksite supervisor, and coordinator/case manager determine what learning opportunities are available and appropriate and set learning objectives together.

Learning Outcomes Date Established Date Met

Comments


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New York City WBL Toolkit WBL Plan and Evaluation



Worksite Supervisor Evaluation Mid Point ☐ Final ☐Identify and enter specific skills that may be developed and demonstrated during the experience. The worksite supervisor competes the evaluation at the midpoint and completion of the experience.

Youth/Young Adult: Supervisor:

PROFESSIONAL SKILL

PERFORMANCE EXPECTATIONS

Not Exposed

Training Level

Improving Towards Entry Level

At Entry Level

Exceeds Entry Level

Personal Traits Integrity Demonstrates honesty. Is trustworthy and ethical in their work.

Makes responsible decisions and avoids risky behaviors. ☐ ☐ ☐ ☐ ☐

Dependability Is punctual and reliable, avoids absenteeism, meets deadlines. Is self-directed, productive and takes ownership in the quality and accuracy of work.

☐ ☐ ☐ ☐ ☐

Persistence Demonstrates the willingness and ability to work. Completes tasks as assigned. Knows how to learn ☐ ☐ ☐ ☐ ☐

Responsiveness Responds well to supervision and direction. Accepts and applies constructive criticism. Recognizes and reflects workplace norms and culture. Dresses appropriately and avoids the personal use of technology during work hours.

☐ ☐ ☐ ☐ ☐

Group Experience Negotiation Resolves conflicts. Proposes solutions. ☐ ☐ ☐ ☐ ☐

Teamwork Interacts effectively with others. Actively listens and takes initiative. Demonstrates leadership when appropriate. Is respectful of the opinions and contributions of others.

☐ ☐ ☐ ☐ ☐

Diversity Is comfortable with people of diverse backgrounds. Avoids the use of language or comments that stereotype others. ☐ ☐ ☐ ☐ ☐

Communication Communicates effectively in English, both verbally and in writing. Is an active listener and able to share ideas. ☐ ☐ ☐ ☐ ☐

Problem Solving Applied Knowledge

Selects and applies appropriate technologies to complete tasks. Reads with understanding and uses math to analyze and solve problems. Accesses information. Applies occupational and technical knowledge to tasks.

☐ ☐ ☐ ☐ ☐

Flexibility Willing to try new tasks Adapts to a range of circumstances and is comfortable with change.

☐ ☐ ☐ ☐ ☐

Planning Prepares and plans effectively. Is detail-oriented. Manages time and resources to complete tasks.

☐ ☐ ☐ ☐ ☐

Continuous Improvement

Thinks critically. Understands strengths and weaknesses and is comfortable asking questions. Reflects on tasks, analyzes processes and suggests improvements. Provides and receives feedback.

☐ ☐ ☐ ☐ ☐

SPECIFIC SKILLS PERFORMANCE EXPECTATIONS

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☐ ☐ ☐ ☐ ☐

☐ ☐ ☐ ☐ ☐

☐ ☐ ☐ ☐ ☐

Number of professional skills assessed at or above entry level Comments on talents and abilities:

Time frame of observation: From to Total hours

Worksite Supervisor Signature Date

Youth/Young Adult Signature Date Next Step Recommendations:


85

New York City WBL Toolkit WBL Plan and Evaluation



Evaluation Legend and Sample Learning Outcome Topics

Evaluation Legend Not Exposed: Intern/youth/young adult was not provided the opportunity to achieve this objective or demonstrate this skill.

Training Level: Preparing to become work-ready, but has difficulty completing tasks without prompting and repeated help. Does not readily request help. Does not attempt task before asking for or receiving assistance.

Improving Towards Entry Level: More work ready. Has difficulty completing some tasks. May attempt task before asking for help, needs prompting or assistance.

At Entry Level: Meets and demonstrates the skills at a level equal to what is expected of any employee in a similar position. Completes tasks and work projects with and without help. Improves work using team or supervisor feedback. Meets quality standards.

Exceeds Entry Level: Demonstrates mastery of skills at a level above what is expected of any employee in a similar position. Uses information generated personally and by others to improve work quality. Identifies problems before they arise and makes adjustments accordingly. Exceeds work expectations for quality and attends to detail in the development of projects and assignments. SAMPLE LEARNING OUTCOME TOPICS

Academic. Career and Personal Development Learning objectives can be developed around the following topics:

Sample Academic Enrichment Topics ü Written communications ü Reading for knowledge ü Applying mathematics and analyzing data ü Applying/using STEM concepts: science, technology, engineering, and mathematics ü Basic computer skills

Sample Career Development Topics ü Knowledge and awareness of potential careers ü Industry sector history and projections ü Education requirements

Sample Personal Development Learning Objective Topics ü Leadership ü Creative thinking/innovation ü Project management ü Self-management

SPECIFIC SKILLS

Specific skills to be developed and demonstrated though the experience can be developed around the following workplace-specific topics.

Occupational and Technical Skills ü Occupation-specific skills ü Industry-sector skills ü Industry-wide skills ü Tools and systems operation

General Business Skills ü Customer service skills ü Telephone skills ü Planning and organizing ü Scheduling and coordinating ü Selecting and using computer applications


Documents

Work-Based Learning ToolkitHigh-quality Work-Based Learning (WBL) provides opportunities for the acquisition of academic, technical, and workplace/professional skills among youth and